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THE 


AMERICAN  GRAMMAR. 


BY  JAMES  BROWN. 


PREPARED  FOR  THE  USE  OF  SCHOOLS  BY  THE  AUTHOR 


\ 


Is 


"  When  a  country  so  idolizes  its  old  forms  as  to  tremble  at  an  appeal  from  their 
use,  the  avenues  to  improvement  are  closed  ;  national  reputation  s.ickens;  the  ex- 
piring* rattle  is  heard  in  the  larynx  of  genius,  and  the  cold  sweat  of  death  covers 
the  public  budy— a  republic  must  advance  ;  or  it  must  retrograde.''     Appeal. 


pulatrdpttH : 

PUBLISHED  BY  CLARK  &  RASER. 

No.  60,  Dock  Street. 
1831. 


[Entered  by  James  Brown,  and  Clakk  &  Raser,  in  the  Office 

of  the  Clerk  of  the  Eastern  District  of  Pennsylvania,  1331 7  accord- 
ing to  Act  of  Congress,} 


Ar* 


I 


ADVERTISEMENT. 


Nothing  so  effectually  prevents  improvement  as  a 
belief  of  present  perfection.  It  is  observed  by  Mr, 
Murray,  that  little  improvement  in  English  Grammar 
can  be'expected  at  so  late  a  period.  This  gentleman 
may  have  exhausted  the  source  whence  be  has  derived 
his'extensive  compilations;  but  it  does  not  follow  that 
he  has  exhausted  the  principles  of  this  science.  The 
truth  is,  that  Mr.  Murray's  Grammar  is  neither  in  ac- 
cordance with  sound  sense,  nor  with  the  principles  of 
our  language — and  to  sustain  this  position,  the  author 
of  the  American  Grammar  has  published  An  Appeal 
from  the  British  System  of  English  Philology  to 
Common  Sense.  The  Appeal  comprises  about  five  hun- 
dred pages,  and  makes  a  full  exposure  of  the  defects, 
errors  and  contradictions,  which  pervade  not  only  Mr. 
Murray's,  but  every  other  system  that  is  founded  upon 
the  British  principles  of  English  Grammar. 

About  twelve  years  since,  the  author  of  this  work 
began  those  investigations  in  English  Philology, 
which  have  resulted  in  this  system.  He  commenced 
by  forming  a  new  nomenclature,  which,  in  his  opinion. 
is  absolutely  necessary  to  a  clear  and  satisfactory  de- 
velopment of  the  Grammar  of  the  language.  About 
this  time  he  printed  his  first  work,  which  makes  but 
two  parts  of  speech;  namely,  Primary  and  Secoksary. 

1.  The  Primary  is  a  word  which  is  constructively  in- 
dependent; as,  man,  book. 

2.  The** Secondary  is  a  word  which  is  constructively 
dependent;  as,  "a  good  man  walks  uprightly  in  all  his 
ways." 

Since  the  time  of  the  author's  first  publication,  he  has 
printed  twenty  works  upon  this  science;  these  have 
been  robbed  by  the  herd  of  simplifiers,  and  made  the 
foundation  of  those  overgrown  pretensions  which  have 


ADVERTISEMENT. 


disgusted  the  people,  and  disgraced  their  modest  au- 
thors. It  is  unnecessary  to  enumerate  the  names  of  the 
whole  family  of  these  plagiarists,  and  new  modellers — * 
yet,  out  of  compliment  to  those  who  have  recommended 
the  author's  works  by  a  liberal  and  free  use  of  their 
principles,  it  seems  a  duty  to  mention  a  Greenleaf  an 
Ingersoll,  a  Car  dell,  a  Kirkham,  and  a  Gould  Brown! 
That  these  writers  are  dishonest  authors,  the  different 
works  published  by  the  author  of  the  American  Gram- 
mar, most  clearly  demonstrate;  and  that  they  are  un- 
successful ones,  time,  which  must  give  a  faithful  ac- 
count of  their/are,  will,  not  far  hence,  place  beyond  dis- 
pute. 

Since  the  author's  first  publication  upon  this  science, 
he  has  printed  others  upon  the  same  subject,  in  which 
he  has  restored  the  old  nomenclature — but  as  these  have 
not  been  so  well  received  as  the  first,  he  has  come  to- 
the  resolution  to  make  the  second  attempt  at  the  intro- 
duction of  a  new  nomenclature. 

This  work,  like  the  first,  makes  but  two  parts  of 
speech — but  instead  of  Primary  and  Secondary,  they 
are  Noun  and  Adjective. 

It  is  generally  thought  by  those  who  have  merely 
heard  of  the  philological  works  of  John  Horne  Tooke, 
that  this  distinguished  Grammarian  has  presented  in 
his  "Diversions  of  Purley"  a  system  of  English  Gram- 
mar; and  that  this  system  makes  but  two  parts  of 
speech.  But  he  has  attempted  to  form  no  system  of 
Grammar — nor  does  he  pretend  to  say  how  many  parts 
of  speech  there  are  in  any  language!  He  does  assert, 
however,  that  all  the  Conjunctions,  Prepositions,  &e.  in 
our  language,  have  been  derived  from  nouns  or  verbs. 
But  he  does  not  even  intimate  that  the  words  derived 
from  this  source,  should  now  be  considered  and  called 
nouns  and  verbs!  Perhaps  no  one  but  Mr.  Cardell  has 
ever  attempted  to  class,  and  name  words  according  to 
their  source  of  derivation — a  principle  which^Would  in- 
clude detract  and  detraction  in  the  same  class;  thus 
making  detraction  a  verb! 

The  system  here  presented  is  so  far  from  being  a  de- 
parture from  the  principles  upon  which  the  author's 
first  attempts  were  made,  that  it  is  a  very  close  con- 
formity to  them.     Of  the  works  which   the    author's 


ADVERTISEMENT.  V 

inceptive  stages  of  investigation  produced,  most  of  the 
gentlemen  whose  names  are  here  presented,  spake  in 
quite  flattering  terms — And,  although  the  author  does 
not  rest  the  introduction  of  his  system  upon  the  autho- 
rity of  great  names;  yet,  as  philosophers  and  moralists, 
4  theologians  and  politicians  have  resorted  to  the  opi- 
nions, and  concurrent  testimony  of  distinguished  indi- 
viduals to  obtain  a  sanction  for  their  doctrines  and 
systems,  he  deems  it  proper  to  present  to  the  public  the 
opinions  which  eminent  scholars  and  teachers  have  ex- 
pressed of  his  work: 

His  Excellency,  De  Witt  Clinton. 

E.  Nott,  President  of  Union  College. 

Rev.  John  Findlay,  A.M.,  Baltimore. 

Rev.  Samuel  Blatchford,  Lansingburg. 

Prof.  Yates,  Union  College. 

Rev.  John  Chester,  Albany. 

Rev.  C.  G.  Somers,  New  York. 

W.  A.  Tweed  Dale,  Principal  of  the  Lancasterian  School,  Albany. 

Rev.  D.  H.  Barnes,  classical  teacher,  New  York. 

C.  Schaeffer,  Pastor  of  Christ  Church,  New  York. 

Rev.  Solomon  Brown,  Principal  of  the  Classical  and  Belles  Lettres 
Academy,  New  York. 

Rev.  D.  Parker,  A.M.  Principal  of  Broad-street  Academy,  New  York 

Caroline  M.  Thayer,  Preceptress  of  Philom.  Academy,  New  York. 

Charles  Spaulding,  Principal  of  Union  Academy,  New  Brunswick. 
New  Jersey. 

L.  S.  Lownsbury,  Principal  of  Village  Academy,  New  York. 

C.  K.  Gardner,  A.M.  Washington  City. 

Richard  R.  Fenner,  teacher,  Baltimore; 

James  Gould,  teacher,  Baltimore. 

Mr.  Stewart,  teacher,  Baltimore. 

Rev.  Thomas  Wheat,  Principal  of  the  Academy  appended  to  St. 
Paul's  Church,  Alexandria. 

Benjamin  Hallovvell,  one  of  the  Principals  of  the  Alexandria  Classi- 
cal and  Mathematical  Boarding  School. 

John  R.  Pierpont,  Mechanics  Hall  Academy.  Alexandria 

Mr.  Allison,  A.  M.,  Classical  teacher,  Alexandria. 

Samuel  Douglas,  Esq.,  Harrisburg. 
Dr.  A.  T.  Dean,  Harrisburg. 
Roberts  Vaux,  Philadelphia. 

C.  J.  Ingersoll,  Philadelphia. 
W.  M.  Meredith,  Philadelphia. 

D.  P.  Brown,  Philadelphia. 

Dr.  W.  C.  Brinckle,  Philadelphia. 
Dr.  A.  Comstock,  teacher,  do. 
Thomas  A.  Taylor,    do.      do. 
Mr.  Slack,  do.      do. 

Mr.  Goodfellow,         do.      do. 


VI  ADVERTISEMENT. 

David  Maclure,  Philadelphia. 

Thomas  M.  Raser,  Philadelphia. 

John  M' Allison,  Alexandria. 

E.  Fouse,  Philadelphia. 

S.  H.  Wilson,  Philadelphia. 

Thomas  J.  Harris,  Chambersburg. 

N.  R.  Smith,  Pittsburg. 

John  N.  M'Nivins,  Pittsburg. 

S.  I.  Anderson,  Lt.  U.  S.  Army,  Minerva,  Kentucky, 

Benjamin  F.  Reeve,  Minerva,  Kentucky. 

James  H.  Holton,  Germantown,  Kentucky. 

John  Erhart,  Newport,  Rhode  Island. 

N.  B.  The  opinions  of  these  gentlemen  may  be  found 
at  the  close  of  the  work. 


The  folloicing  names  have  been  given  by  ten  of  the  Professors  in 
Mount  St.  Mary's  Seminary,  Emmettsburg. 

James  Lynch,  Barnard  O.  Cavanagh, 

J.  Butler,  John  M'Clasky, 

John  H.  M'CafFery,  Edward  Sourin, 

James  Carny,  Edward  Collins, 

Mathew  Taylor,  Thomas  Butler. 


The  Proceedings  of  the  Legislature  of  Pennsylvania,  in  reference  to 
the  American  Grammar,  being  in  the  form  of  a  recommendation, 
it  may  not  be  amiss  to  insert  them  in  this  place. 

The  fact  is  beyond  doubt,  that  the  subject  of  English 
Grammar  has  been  in  an  unsettled  state,  from  its  com- 
mencement to  the  present  period.  And  one  of  the  many 
injurious  results  is  that,  schools  are  almost  daily  dis- 
turbed by  the  introduction  of  new  Grammars.  The 
people  of  the  United  States,  feeling  the  bad  effects  of 
this  course,  must  perceive  that  it  proceeds  from  the 
defects  of  the  British  system  of  English  philology:  and 
they  must  also  be  satisfied  that  nothing  can  arrest  the 
progress  of  this  evil,  but  the  true  system!  The  citizens 
of  Harrisburg,  feeling  the  inconvenience  and  expense 
of  this  perpetual  change  in  Grammars,  and  believing 
that  it  tends  to  retard  the  progress  of  youth  in  the  study 
of  this  science,  sent  a  petition  to  the  Legislature  of 
Pennsylvania,  praying  that  body  to  investigate  this  sub- 
ject; and  to  recommend  a  system  of  Grammar  for  the 
use  of  Schools.  This  petition,  of  course,  was  referred 
to  the  Committee  on  Education,  who,  after  a  delibe- 


ADVERTISEMENT.  Vll 

rate    investigation,    recommended     "The    American 
Grammar." 

The  following  is  the  report  of  the  Committee,  as 
published  in  the  "  Harrisburg  Chronicle." 

"  The  Committee  on  Education,  to  whom  was  refer- 
red the  petition  of  the  citizens  of  Harrisburg,  respect- 
ing the  "AMERICAN  GRAMMAR,"— Report:— 

"That  they  have  had  the  subject  under  considera- 
tion, and  after  mature  deliberation,  they  are  satisfied 
that  the  American  Grammar  is  a  work  every  way  enti- 
tled to  the  patronage  of  an  intelligent  legislature. 

"  The  English  is  a  language  which  has  been  derived 
from  various  sources — hence  it  was  long  believed, 
among  the  learned,  that  it  contained  too  many  irregu- 
larities in  structure,  to  admit  a  system  of  rules  and  de- 
finitions. This  general  impression  prevented,  for  a 
long  time,  any  attempts  at  the  formation  of  a  grammar 
for  our  language.  At  length,  however,  an  attempt  was 
made,  and  resulted  in  a  mere  translation  of  the  Latin 
Grammar.  This,  of  course,  was  found  inapplicable  to 
the  true  organization  of  the  English  language.  Hence 
many  attempts  have  been  made  to  render  the  system, 
thus  formed,  more  suitable  to  the  singular  structure  of 
our  vernacular  tongue.  But  all  these  attempts  have 
failed  in  a  great  degree, — so  that  even  at  the  present 
day  the  old  system  but  partially  succeeds  in  reducing 
the  grammar  of  the  English  language  to  a  perfect  set 
of  rules  and  definitions.  But  the  American  system 
does,  in  the  opinion  of  the  Committee,  accomplish  this 
object. 

"  The  Committee  offer  the  following  resolution: — 

"Resolved,  By  the  Senate  and  House  of  Representa- 
tives, Sec.  That  the  Secretary  of  the  Commonwealth 
be,  and  he  is  hereby  authorized  and  required  to  sub- 
scribe, on  the  part  of  the  Commonwealth,  for  so  many 
copies  of  Brown's  American  Grammar,  as  shall  not  ex- 
ceed the  amount  of  one  thousand  dollars." 


The  American  Grammar,  then,  is  recommended  by 
this  committee,  as  a  system  perfectly  suited  to  the  genius 
of  our  language — and  so  well  were  they  satisfied  of  the 
importance  of  having  it  become  the  prevailing  Gram- 


¥111  ADVERTISEMENT. 

mar  in  their  own  state,  that  they  subjoined  to  the  re- 
commendation of  the  work,  a  resolution  authorizing  the 
Secretary  of  State  to  purchase  copies  to  the  amount  of 
One  Thousand  Dollars  for  the  encouragement  of  this 
system. 

The  work  has  since  been  abridged,  and  is  in  this 
form  presented  to  Teachers  for  experiment :  and  it  is 
confidently  believed  that  they  will  find  it  to  settle  the 
subject  of  English  Grammar  both  as  to  manner  and 
matter. 


The  following,  taken  from  the  Carlisle  Herald, 
will  show  the  spirit  of  the  proceedings  of  the  Pennsyl- 
vania Legislature  in  relation  to  "The  American  Gram- 
mar." 

The  editor  of  that  paper  begins  thus — "  Visit  to  Harris- 
hurg" — "  The  editor  was  at  Harrisburg  part  of  the  last 
two  days  of  the  session  of  the  Legislature,  and  wit- 
nessed the  last  proceedings  of  that  body."  u  There 
was  a  subject  that  excited  considerable  interest.  Our 
readers  will  recollect  that  the  Committee  on  Education 
reported  a  resolution  in  favour  of  i  Brown's  American 
English  Grammar/  requiring  the  Secretary  of  the 
Commonwealth  to  purchase  §1000  worth  of  this  work, 
This  resolution  was  taken  up  on  the  evening  of  the  23d. 
A  great  degree  of  interest  evidently  existed  in  favour  of 
Mr.  Brown.  And  so  bent  on  expressing  their  approba- 
tion of  Mr.  Brown's  labours,  were  many  in  the  house, 
that  after  the  recess  which  the  Legislature  had,  the  fol- 
lowing resolution  was  offered :" 

"Resolved,  That  the  Speaker  be  directed  to  draw  his 
order  on  the  State  Treasurer  for  one  hundred  dollars, 
in  favour  of  Mr.  Brown,  author  of  The  American  Eng- 
lish Grammar,  as  a  token  of  the  estimation  in  which 
his  services  are  held  by  this  House." 


PREFACE. 


Even  a  superficial  observer  of  human  affairs,  can  but  be  satisfied 
that  the  ease,  accuracy,  despatch  and  safety  with  which  the  trans- 
actions of  life  are  conducted,  depend  upon  the  degree  of  skill  which 
men  possess  in  the  use  of  language.  Who  has  not  found  that  many 
of  the  difficulties  which  distract  society  by  setting  member  against 
member,  arise  from  a  want  of  that  skill  in  language,  which  is  ne- 
cessary to  define  the  conditions  of  all  those  transactions  that  lie 
treasured  up  in  words?  It  becomes  every  man  and  woman,  there- 
fore, to  understand,  critically,  the  language  of  their  own  country — - 
and  as  an  incentive  to  that  careful  attention  which  is  necessary  to 
such  an  understanding,  let  each  one  reflect  upon  the  advantages  of 
being  able  to  use  this  instrument  with  ease,  propriety  and  despatch. 

In  the  business  of  life,  language  is  invaluable;  how  important, 
then,  is  a  knowledge  of  it.  In  social  intercourse,  language  is  dear 
to  all;  how  desirable,  then,  is  that  skill  which  enables  one  to  use  it 
with  all  the  ease  with  which  he  can  move  the  fingers  of  his  hands. 
In  the  higher  walks  of  life,  language  holds  an  elevated  rank;  how 
important,  then,  to  the  lady  and  gentleman,  is  a  refined  acquaint- 
ance with  it.  And  to  parents,  who  should  ever  superintend  the 
education  of  their  children,  a  philosophic  knowledge  of  language  is 
a  blessing  indeed. 

Nor  is  it  of  little  importance  to  this  nation,  that  her  youth  should 
be  early  and  thoroughly  instructed  in  the  principles  of  the  English 
tongue.  Too  little  stress  is  laid  upon  the  education  of  her  children. 
Youth  is  the  progressive  state  of  both  mind  and  body;  and  if  either 
is  neglected  here,  it  never  attains  that  height  in  excellence  to  which 
our  species  are  capable  of  ascending.  The  proper  nourishment  for 
both,  while  in  this  state,  is  generous  and  constant  action;  and  in 
exact  proportion  to  the  use  of  this,  will  be  the  strength  of  the  body, 
and  the  capability  of  the  soul.  Children,  as  such,  are  passed  by  as 
of  no  real  value  to  a  nation — the  fact,  that  from  these  young  sap- 
lings are  soon  to  be  selected  the  pillars  of  the  country,  is  rarely 
considered  in  its  proper  light,  even  by  the  American  community. 

Youth  is  the  season  designed  by  nature  for  the  formation  of  the 
mind— the  expansion  of  the  soul.     But  man,  mistaken  man,  has 


X  PREFACE. 

contradicted  this,  and  thus  brought  himself  to  a  state  so  feeble  that 
he  can  hardly  secure  his  rights  or  enjoy  his  freedom !  It  is  not 
pretended  that  American  children  are  deprived  of  schools ;  but  it  is 
verily  believed,  that  they  nearly  waste  their  precious  childhood  by 
a  false  system  of  teaching.  Is  it  too  late  for  reform?  If  not,  let  it 
be  commenced  in  the  primary  schools — let  the  language  be  under- 
stood by  the  teachers,  and  by  them  thoroughly  taught  to  their  pu- 
pils. Let  the  institutions  in  which  youth  complete  their  education, 
give  attention  to  their  own  tongue :  too  much  time  is  devoted  to 
other  languages.  American  statesmen  must  be  acquainted  with 
their  own  language,  or  this  republic  is  of  short  duration.  Even  the 
constitution  of  the  United  States  cannot  be  understood  by  two  im- 
partial statesmen  in  the  same  way !  The  senate  cannot  deter- 
mine by  this  instrument  whether  the  Vice  President  should  control 
the  senatorial  body,  or  whether  this  body  should  control  him  ! 
Thousands  have  already  been  unsuccessfully  expended  to  settle  this 
point  from  the  language  of  that  instrument,  which  has  been  drawn 
by  the  united  talents  of  the  ablest  men  that  have  ever  adorned  the 
Union. 

Nor  is  the  senate  disposed  to  agree  with  the  distinguished  gentle- 
man who  has  recently  left  the  chair  of  state,  as  to  the  power  of  the 
President  to  send  certain  ministers  and  other  officers  from  this,  to 
foreign  countries. 

Neither  has  the  British  parliament  ever  been  able  to  comprehend 
its  own  acts,  even  when  expressed  by  its  own  self,  and  in  its  own 
language ! 

Why,  it  may  be  asked,  is  this  thing  so  ?  Can  it  be  ascribed  to  any 
defect  in  the  language?  Is  it  to  be  attributed  to  the  complexity  of 
legal  science,  and  the  abstruseness  of  political  philosophy?  Cer- 
tainly not — All  will  honestly  ascribe  these  individual  and  national 
misfortunes  to  a  want  of  skill  in  their  own  vernacular  tongue. 
These  sparrings,  which  exhaust  a  nation's  wealth ;  these  concus- 
sions in  the  political  elements,  which  carry  horror  in  their  vibra- 
tions; these  eddies  which  sometimes  whirl  in  amazement,  nation  af- 
ter nation;  these  adverse  winds,  that  give  being  and  energy  to  fac- 
tion, are  the  storms  which  ambition  directs  by  riding  on  the  clouds 
of  the  constitution!  It  is  in  these  clouds  that  ambition  lurks;  and 
it  is  from  these  that  the  thunder  of  eloquence  will  burst — it  is  from 
these  that  the  lightning  of  genius  will  play,  first  to  the  consterna- 
tion, then  to  the  destruction  of  our  political  Eden  !     This  republic 


PREFACE.  Xi 

]s  not  to  be  saved  from  the  attacks  of  ambition,  by  a  Brutus  brandish- 
ing the  crimson  steel.  The  guardian  power  of  America  must  be 
found  in  the  intelligence  of  her  people  ;  and  as  her  language  is  the 
only  instrument  by  which  this  can  be  acquired,  let  her  schools  be- 
gin the  work  which  is  to  enlighten  her  as  a  people,  and  to  preserve 
her  an  independent  nation.  If  her  systems  are  wrong,  let  her  cor- 
rect them :  let  America  not  tremble  at  innovation — let  her  continue 
to  use  the  burnisher  of  genius  till  the  glitter  of  her  spires,  ascend- 
ing from  her  temples  of  science,  shall  light  even  her  mother  to 
fame. 

To  the  man  of  circumscribed  views,  innovation  seems  to  imply  a 
contempt  for  all  former  systems,  and  a  total  want  of  respect  for  their 
authors.  But,  he  who  has  seen  the  clouds  of  literary  night  dissipate 
before  the  sun  of  improvement,  the  region  of  science  grow  lighter 
and  lighter,  and  the  horizon  of  truth  extend  from  time  to  time,  by 
repeated  innovation,  will  soon  overcome  his  attachment  to  absurd 
forms,  and  gladly  promote  that  species  of  innovation  which  tends  to 
build  system  upon  truth  and  philosophy . 

The  author  of  this  work  respects  the  various  systems  of  English 
Grammar:  he  regards  them  as  so  many  stepping  stones  by  which 
the  science  has  been  brought  to  its  present  height  of  excellence. 
He  respects  their  authors  as  men,  and  especially  as  the  founders  of 
so  grand  a  commencement.  He  respects  Mr.  Murray,  and  tenders 
him  thanks  for  the  good  he  has  done  in  the  Republic  of  letters.  So 
far  from  holding  him  in  contempt,  or  his  work  in  derision,  he  would 
fire  his  system  with  the  sparks  struck  from  the  collision  of  its  con- 
flicting principles:  he  would  deposit  its  ashes  in  a  golden  urn,  and 
preserve  them  in  memory  of  his  worth. 

The  American  Grammar,  he  is  not  insensible  will  oppose  the 
wisdom  of  the  learned,  and  the  practice  of  years.  But,  it  should  be 
remembered  that  systems,  the  growth  of  ages,  have  been  over- 
turned, and  that  principles,  grey  with  centuries,  have  been  found  a 
delusive  chimera.  All  that  relates  to  man,  is  matter  of  progres- 
sion: we  see  the  commencement,  of  Christianity  in  mere  rituals 
and  symbols:  we  find  its  perfection  in  Calvary's  Crimsoned  Top. 

Are  you  ready  to  reject  this  work  because  you  have  been  brought 
up  at  the  feet  of  Murray?  remember  him  who  was  brought  up  at 
those  of  Gamaliel;  listen  to  the  cry  of  the  Christians,  and  be  re- 
minded of  Paul's  journey  to  Damascus:  education  had  drawn  a  film 
•>ver  his  eyes;  and  a  miracle  was  necessary  to  restore  his  sight. 


XII  PREFACE, 

From  the  dictatorial  attitude  of  the  English  literati,  this  produe 
tion  may  seem  an  infringement  on  the  rights  which  they  have  so 
long  claimed,  and  which  this  country  has  too  long  granted.  It  is 
remarked  by  European  writers,  that  English  literature  should  be 
the  model  for  the  literati  in  America,  until  this  country  produces 
a  Newton,  an  Addison,  &c.  We  confess  a  deep  regard  for  the 
shades  of  these  illustrious  men ;  but  we  would  sooner  build  sepul- 
chres to  England's  ancient  prophets,  than  believe  in  her  living  ones 
Where  can  stronger  claims  be  laid  to  philological  legislation,  than 
in  a  country,  distinguished  for  freedom  and  p owe  r  of  speech? 

In  the  British  system  of  Grammar,  the  sense  is  either  lost  by 
the  use  of  improper  terms,  or  enveloped  in  arbitrary  rules,  defini- 
tions, and  exceptions.  Indeed,  the  whole  system  resembles  a  ma- 
chine, hastily  contrived,  possessing  a  few  grand  movements,  but  too 
complicated,  too  feeble  in  most  of  its  parts,  and,  in  general,  acting 
upon  wrong  principles.  The  author  of  this  work,  therefore,  after 
mature  examination  of  the  European,  has  ventured  to  introduce 
new  materials  and  new  principles  ;  and  to  complete  the  remedy, 
he  has  extended  his  system  to  the  relation  of  one  assemblage  of 
words  to  another  assemblage.  This  work,  therefore,  is  not  only 
made  a  means  for  teaching  the  mere  child-like  relation  of  one  word 
to  another  word,  but  an  instrument  for  presenting  that  manly,  men- 
tal, subtle  coincidence,  vibrating  between  the  relative  groups  of  the 
words  which  compose  the  sentence.  This  part  of  the  American 
System  is  called  construing,  and  treats  of  words  in  their  collective 
action,  their  collective  bearing,  and  in  their  collective  import — and. 
while  it  may  be  clearly  comprehended  even  by  the  minds  of  chil- 
dren; it  is  not  unworthy  of  the  close  attention  of  men,,  of  scho- 
lars, of  philosophers.  Construing  consists  in  dividing  a  sentence 
into  sections  or  groups,  ascertaining  their  true  constructive  rela- 
tion, learning  their  exact  significant  characters,  and  referring  the 
inferior  sections  to  their  respective  superiors.  This  Exercise  urges 
the  pupil  to  trace  out  the  precise  connexion  of  the  sections,  by  fol- 
lowing the  filaments  which  produce  it;  and  thus  fits  him  to  discern 
the  exact  meaning  of  any  writer  whose  language  he  may  read,  [t 
prepares  the  pupil  to  read  with  an  understanding  which  render* 
study  easy,  delightful  and  profitable  to  him.  Construing  gives  the 
pupil  such  a  knowledge  of  language  as  qualifies  him  to  acquire  the 
other  branches  of  education  with  an  expedition,  ease  and  satisfac- 
tion, which  render  study  advantageous  and  pleasing,     Made  fami- 


PREFACE.  Xlll 

liar  with  this  process,  the  pupil's  mind  kindles  into  fervour;  and  he 
pursues  his  studies  as  much  for  the  pleasure  of  the  exercise  as  for 
the  advantage  of  knowledge.  And  whether  his  eye  is  turned  to  the 
sign  of  the  type,  or  his  ear  directed  to  the  language  of  the  tongue, 
he  seizes  the  period  with  animation,  moves  along  the  constructive 
fibres  which  extend  from  section  to  section,  works  his  passage 
through  the  entire  sentence,  and  comes  out  with  every  thing  which 
philosophy  can  glean  or  acuteness  discern. 

The  author  of  this  work  is  far  from  desiring  to  exhibit  a  mere  in- 
dependence of  mind  in  the  rejection  of  the  British  system  of  English 
Philology.  Nor  does  he  mention  the  excellence  of  the  American,  to 
institute  an  invidious  comparison  between  the  two — he  does  it  to 
prevent  an  identity  with  those  essays  which  have  appeared  within 
a  few  years,  under  the  pretensions  of  improving  the  method  of  pre- 
senting the  erroneous  principles  upon  which  the  system  of  Murray 
has  been  founded.     It  differs  much  from  all  others. 

The  American  Grammar  is  a  laconic  system  of  English  Philology, 
founded  upon  principles  entirely  new,  and  highly  important.  It 
settles  all  points  contested  among  teachers — resolves  all  the  diffi- 
culties of  the  pupil,  and  relieves  the  mind  of  all  its  grammatical 
scruples.  It  sets  aside  all  other  systems — exposes  their  defects,  de- 
monstrates the  little  use  of  attending  to  them,  and  presents  to  the 
pupil,  the  unerring  and  only  way  to  the  Grammar  of  the  English 
language.  It  urges  the  youthful  mind  to  invention  and  thought — 
it  undeceives  the  most  accomplished  Grammarian,  and  instructs  the 
most  profound  Philologist:  and  it  is,  in  a  variety  of  ways  and  cases, 
the  Clergyman's  guide  in  scriptural  exposition  ;  the  Lawyer's  inter- 
preter in  juridical  discussion.;  and  the  Magistrate's  confirmation  in 
legal  decision. 

Language  is  an  emanation  from  God.  It  is  the  medium  of  com- 
munication from  one  finite  mind  to  another,  and  a  means  of  inter- 
course between  man  and  his  Maker.  In  construction  it  is  inge- 
nious ;  in  purpose,  noble  ;  and  in  application  to  thought,  wonderful. 
As  a  gift,  it  claims  our  gratitude;  as  a  science,  it  demands  our 
highest  attention  ;  and  as  a  means  of  mental  intercourse,  it  excites 
admiration  and  astonishment. 

Language  is  the  mind's  hand  ;  and,  like  that  of  the  body,  is  em- 
ployed by  many  who  are  ignorant  of  its  beautiful  symmetry.  But 
they  that  use  it  without  understanding  its  principles,  lose  as  much 
as  those  who  strengthen  their  bodies  without  relishing  their  food^ 

B 


XIV  PREFACE. 

In  tracing  this  hand  through  all  its  changes  and  modifications,  in 
understanding  their  causes  and  effects,  and  in  seeing  it  follow  the 
discursive  parts  of  the  mind,  fasten  upon  its  curiously  formed  no- 
tions, and  reach  them  to  others,  we  are  led  to  God  as  its  Origin. 

It  has  long  been  a  contested  point  whether  language  is  a  divine 
revelation,  or  a  human  production.  But  when  we  trace  it  from 
cause  to  effect,  we  see  more  than  human  calculation.  Man  consists 
of  two  parts,  a  body  and  a  mind  ;  this  is  journeying  through  life  in 
that.  Thus,  the  mind  becomes  a  passenger;  the  body  his  chariot; 
ideas  his  baggage;  the  earth  his  inn;  hope  his  food;  and  another 
world  his  destination.  And  such  is  the  relation  between  the  pas- 
sengers while  on  the  way;  that  they  are  compelled  to  interchange 
their  ideas.  For  this  purpose,  either  God  has  furnished  them  with 
language,  a  ready  means  for  this  exchange,  or  the  passengers 
themselves  have  made  this  instrument.  When  we  reflect  upon 
the  passenger's  connexion  with  his  chariot  :  when  we  see  him  draw- 
ing to  himself,  through  organic  avenues,  the  various  bbjects  which 
constantly  surround  it,  we  discover  what  we  cannot  comprehend — 
but,  when  we  behold  him  analysing  these  objects,  forming  correct 
notions  of  their  component  parts,  and,  with  vocal  organs  attached 
to  his  vehicle,  converting  the  air  into  sounds  for  the  communication 
of  those  notions,  we  dwindle  away  before  the  magnitude  of  the  pro- 
blem! 


THE 

AMERICAN  GRAMMAR. 


Language  is  a  mechanical  instrument  employed  for 
the  communication  of  ideas. 

REMARK. 

The  word,  language,  is  derived  from  lingua,  the  Latin  name  of 
the  tongue — and  from  the  importance  of  this  organ  in  the  formation 
of  this  instrument,  the  instrument  itself  is  called  language. 

Printing  and  writing,  properly  speaking,  are  the  notes  of  lan- 
guage, and  hear  the  same  vicarious  relation  to  this  instrument, 
which  the  notes  in  music  bear  to  the  real  music.  But  as  printing 
and  writing  communicate  our  ideas,  they  in  function  identify  them- 
selves with  the  great  Lingua  instrument — therefore  these  represen- 
tatives have  come  to  be  called  by  the  name  of  the  thing  represented 
— Hence  we  have  the  phrases,  "icritten  language,  printed  lan- 
guage, and  spoken  language.'1  But  language  in  the  true,  confined 
sense,  is  that  instrument  which  is  formed  out  of  voice  by  a  marvel- 
lous play  of  wonderful  organs  upon  sounds  which  are  first  produced 
by  the  actions  of  the  windpipe  upon  the  air  that  proceeds  from  the 
lungs. 

GRAMMAR. 

Grammar  is  the  mere  mechanism  of  language. 

REMARKS. 

The  word,  Grammar,  is  derived  from  the  Greek  Gramma,  a  let- 
ter. Hence  this  word  has  come  to  be  the  name  of  those  principles 
which  govern  letters  in  their  train  from  their  alphabetical  station, 
into  words,  and  thence  into  sentences.  A  printed  sentence  is  an 
instrument  replete  with  thought,  formed  by  a  continued  combina- 
tion of  letters;  and  grammar  is  the  name  of  the  various  principles 
which  regulate  the  mechanical  process  in  this  combination. 

Grammar  begins  at  the  letters,  a  and  b  ;  as,  ab.  Grammar,  pro- 
perly so  called,  does  not  include  figures  of  speech,  purity  of  style, 
or  elegance  of  diction. 

Grammar  is  universal  and  particular. 

1.  Universal  grammar  is  the  mere  mechanical  phi- 
losophy of  all  languages. 

2.  Particular  grammar  is  the  mechanical  principles 


16  AMERICAN  GRAMMAR. 

of  a  particular  language;  as,  that  of  the  English,  Latin, 
Greek,  French,  &c. 

English  Grammar. 
Engltsh  grammar  is  a  science  comprising  the  con- 
structive principles  of  the  English  Language. 

REMARKS. 

English  Grammar  is  the  Rule  for  employing  either  sounds  or 
letters,  in  the  formation  of  words,  so  as  to  give  each  word  its  just 
orthographical  form — for  employing  these  words  jn  the  formation 
of  sentences,  so  as  to  give  the  words  their  proper  deflections,  and 
their  right  positions.     Illustration. 

1.  Fiber,  acer,  ofice,  robur. 

In  the  first,  there  is  an  error  in  position — the  e  should  follow  the 
r — thus, fibre. 

In  the  second,  a  similar  error  is  committed,  and  maybe  corrected 
by  placing  the  r  before  the  e — thus,  acre. 

In  the  third,  the  error  lies  in  a  deficiency — another  f  is  wanting 
-—thus,  office. 

In  the  fourth,  there  is  an  error  which  may  be  corrected  by  dou- 
bling the  b.  There  is  also  a  mistake  in  the  fourth  instance,  which 
may  be  rectified  by  substituting  e  for  u — thus,  rob&er. 

2.  Gramer. 

In  this  word,  there  is  an  error  as  well  as  a  mistake.  The  error 
lies  in  the  want  of  another  m — the  mistake,  in  mistaking  e  for  a. 
The  error  may  be  corrected,  and  the  mistake  rectified  thus,  Grammar. 

The  next  part  of  grammar  is  the  principle  upon  which  words  are 
formed  into  sentences.  And  in  this  one  is  liable  to  commit  gram- 
matical errors  in  two  or  three  respects  only.  First,  in  the  deflection 
of  the  word — -secondly,  in  the  position  of  it,  and  thirdly,  in  the  po- 
sition of  whole  clauses  or  sections — 

Who  does  you  speak  of? 

This  example  presents  the  three  points  to  be  illustrated.  The 
error  in  deflection,  lies  in  who  and  does — and  that  in  position, 
in  of.  The  errors  which  are  here  committed,  are  strictly  errors  in 
grammar.  And  when  they  are  corrected,  the  position  of  of  is 
changed,  and  the  form  of  who  and  does  is  varied  thus — whom,  do. 

Of  whom  do  you  speak? 

In  the  following  instance,  the  error  lies  in  the  position  of  a  whole 
clause  or  section. 

"  What^  Pttiother  grammar  of  the  English  language! 
says  the  man  of  letters  upon  the  publication  of  this  toork" 

The  clause,  "  says  the  man  of  letters  upon  the  publication  of  this 
work,"  should  be  placed  immediately  after  what. 

What,  says  the  man  of  letters  upon  the  publication  of 
this  work,  another  grammar  of  the  English  language! 


AMERICAN  GRAMMAR.  17 

The  wrongly  using  of  one  word  for,  another,  produces  an  error — 
but  this  is  an  error  in  rhetoric.     For  instance — 

"  I  have  no  hesitation  in  expressing  the  surprise 
which  I  received." 

The  construction,  or  in  other  words,  the  mechanism  of  the  sen- 
tence, is  correct — but  the  rhetoric  of  it  is  bad — for  we  cannot  pro- 
perly say  that  we  receive  surprise.  This  rhetorical  mistake  may 
be  rectified  by  substituting  felt  for  received. 

I  have  no  hesitation  in  expressing  the  surprise  which 
I  felt,  &c. 

These  errors,  however,  do  not  fall  within  the  science  of  grammar, 

Questions. 

1.  What  is  language? 

2.  From  what  is  the  word,  language,  derived? 

3.  Why  has  language  received  the  name  of  the 
tongue? 

4.  What  is  grammar? 

5.  From  what  is  the  word,  grammar,  derived? 

6.  What  is  universal  grammar? 

7.  What  is  particular  grammar? 

8.  What  is  English  grammar? 

Grammar  is  divided  into  four  parts;  viz.  Orthogra- 
phy, Etymology,  Syntax,  and  Prosody. 

1.  Orthography  shows  the  sounds  of  letters,  and  the 
manner  of  forming  these  characters  into  words. 

2.  Etymology  consists  of  the  classification  of  words 
either  collectively  as  sentences,  sections,  &c,  or  indi- 
vidually as  parts  of  speech. 

3.  Syntax  is  the  principle  of  forming  words  into  sen- 
tences. 

4.  Prosody  consists  of  the  true  pronunciation  of  words, 
their  poetic  formation  into  sentences,  and  their  figura- 
tive application  either  in  prose  or  verse. 


PART  I. 

ORTHOGRAPHY. 
1.  Orthography  shows  the  sounds  of  letters,  and  the 
manner  of  forming  these  characters  into  words. 

A  Letter  is  the  representative  of  an  articulate  sound j 
as,  a,  b,  i. 

Letters  are  divided  into  Vowels  and  Consonants. 
b  2 


18  AMERICAN  GRAMMAR. 

A  Vowel  is  the  representative  of  an  articulate  sound, 
which  can  he  perfectly  uttered  by  itself;  as,  a,  e,  o. 

A  Consonant  represents  an  articulate  sound,  which 
cannot  be  uttered  without  mixing  more  or  less  with 
some  Vowel  sound;  as,  fr,  d,f  /. 

The  Vowels  are,  a,  e,  £,  o,  u,  y. 

Jfand  Fare  vowels,  unless  they  begin  a  word  or  syllable. 

The  Consonants  are,  b,  c,  d,  f,  g,  h,  j,  k,  1,  m,  n,  p,  q, 
r,  s,  t,  v,  w,  x,  y,  z. 

Consonants  are  divided  into  Mutes  and  Semi- vowels. 
The  Mutes  cannot  be  uttered,  even  in  an  imperfect 
manner,  without  the  aid  of  a  vowel  sound;  they  are,  6, 
p,  t,  k,  with  c  and  g  hard. 

The  Semi-vowels  are,/*, 7,  m,  n,  r,  v,  s,  z,  x,  with  c 
and  g  soft.  These  may  have  an  imperfect  utterance 
without  the  aid  of  a  vowel  sound. 

Four  of  the  Semi-vowels,  1,  m,  n,  r,  represent  sounds 
which  readily  unite  with  the  sounds  expressed  by  other 
consonants;  these,  on  this  account,  are  called  liquids. 

Of  Diphthongs  and  Triphthongs,, 

A  Diphthong  is  the  union  of  two  vowels  in  the  same 
syllable. 

There  are  two  kinds  of  Diphthongs;  viz.  pure  and  im- 
pure. 

A  pure  Diphthong  is  one  in  which  each  vowel  repre- 
sents its  distinct  sound;  as,  oi  in  voice. 

An  impure  Diphthong  is  one  in  which  both  vowels 
represent  but  one  sound;  as,  oa  in  boat. 

A  Triphthong  is  the  union  of  three  vowels  in  the  same 
syllable;  as,  eau  in  beau — ieiv  in  view. 

A  Triphthong  never  represents  as  many  sounds  as  there  are  vow- 
els in  it;  hence  a  Triphthong  is  always  impure. 

Of  Words. 

A  word  is  a  syllable,  or  a  combination  of  syllables, 
sanctioned  by  custom,  as  the  name  or  sign  of  an  idea; 
as,  goody  book,  in,  on. 

Words  have  three  technical  divisions  under  Ortho- 
graphy. 

First,  into  1.  Monosyllable, 

2.  Dissyllable, 

3.  Trisyllable, 

4.  Polysyllable. 


american  grammar.  19 

First  Division. 

1.  Monosyllable  is  a  word  having  but  one  syllable;  as, 
the,  is. 

2.  Dissyllable  is  a  word  having  but  two  syllables;  as, 
hu-man. 

3.  Trisyllable  is  a  word  having  but  three  syllables; 
as,  gen-er-al. 

4.  Polysyllable  is  a  word  having  four  or  more  sylla- 
bles; as,  gen-er-al-ly . 

Second,  into  1.  Primitive, 
2.  Derivative. 
A  primitive  word  is  that  which  cannot  be  reduced  to 
any  simpler  word  in  the  language;  as,  man,  good,  con- 
tent,  York. 

A  derivative  word  is  that  which  may  be  reduced  to 
another  word  in  English  of  greater  simplicity;  as,  man- 
fuly  goodness,  contentment. 

Third,  into  1.  Simple, 

2.  Compound. 
A  simple  word  is  one  which  cannot  be  divided  into 
two  entire  words;  as,  man. 

A  compound  is  one  which  comprises  two  or  more 
entire  words;  as,  man-kind. 

Of  Spelling. 
Spelling  is  the  just  representation  of  the  syllables  in 
a  vocal  word,  by  mechanical  characters,  called  letters. 

As  spelling  is  seldom  or  ever  taught  from  a  grammar,  it  appears 
useless  to  give  orthographical  rules. 


PART  n. 

ETYMOLOGY. 

Etymology  consists  of  the  classification  of  words 
either  collectively  as  sentences,  sections,  &c,  or  indivi- 
dually, as  parts  of  speech. 

A  SENTENCE. 

A  sentence  is  an  assemblage  of  words,  which  ad- 
vances some  fact  or  sentiment;  as,  "God  is  omnipotent.9 

What  fact  is  advanced  here  ? 
That  God  is  omnipotent. 


20  AMERICAN  GRAMMAR. 

1.  "John  can  write  letters.'5 

What  fact  is  advanced  here?     Is  it  poioer? 

No — power  is  not  a  fact.     Is  it  the  letters? 

No — letters  are  not  facts.  Is  it  the  action  of  writing  them  ?  No 
— actions  are  not  facts.  The  fact  advanced  here  is,  that  John  pos- 
sesses the  power  to  write  letters. 

2.  John  went  to  school. 

The  fact  which  is  here  advanced,  is  that  John  went  to  school. 
Or,  iu  other  words — 

The  fact  of  John's  having  gone  to  school,  is  the  fact  advanced. 

3.  "He  is." 

The  fact  of  his  existence,  is  the  fact  advanced — or  in  other 
words — 

The  fact  advanced  is  that  he  exists. 

4.  "  He  is  sick  at  home." 

The  fact  advanced  is  that  he  is  sick  at  home. 

5.  Is  he  sick? 

The  fact,  whether  he  is  sick  or  not,  is  here  advanced.  Or  in 
other  words,  the  problem  to  be  solved,  or  question  to  be  answered, 
is  the  fact  which  is  advanced. 

6.  Can  John  walk? 

The  fact  advanced  lies  in  the  question  put,  and  consists  of  whe- 
ther John  has  the  ability  to  perform  this  action.  In  another  form  of 
this  sentence,  this  very  fact  after  which  mere  inquiry  is  here  made, 
may  be  fully  exhibited — 

"  John  can  walk." 

The  difference,  then,  between  a  declaration  and  a  question,  is  this 
— the  declaration  presents  the  fact,  while  the  interrogation  merely 
inquires  after  it.  After  what  fact  do  you  inquire?  I  ask  after  the 
fact  of  his  having  power  to  walk. 

7.  "  May  you  find  your  friends  all  well." 

The  fact  advanced  here,  is  that  it  is  the  speaker's  wish  that  you 
may  find  all  your  friends  well. 

8.  "  Go  to  school,  Charles." 

The  fact  which  is  here  advanced,  is  that  Charles  is  commanded 
to  go  to  school.     Or, 

Perhaps  it  may  be  said  that  even  the  command  itself  is  the  fact 
advanced. 

9.  "  If  John  can  walk,  he  must  go  to  school." 

The  fact  advanced  in  the  first  clause,  is  the  uncertainty  of  John's, 


AMERICAN  GRAMMAR.  21 

having  the  power  to  walk.     That  advanced  in  the  second,  is  that 
John  is  compelled  to  walk. 

The  following  instances,  advance  no  facts — hence  they 
are  not  sentences — 

1.  Red  cloths. 

2.  Very  high  houses. 

3.  A  remarkably  large  field. 

Let  the  pupil  select  all  the  sentences  from  the  following 
assemblages  of  words,  and  settle  in  his  own  mind  what 
fact  each  sentensic  assemblage  advances- 
Questions. 

What  is  a  sentence  ? 

Does  the  assemblage  of  words,  "  very  good  men"  make  a  sen- 
tence ? 
Why  not  ? 

SPECIMEN  for  the  pupil. 

"Very  much  too  cold  weather" — not  a  sentence — be- 
cause the  assemblage  of  words  advances  no  fact. 

"The  cherries  are  red" — a  sentence — because  the  as- 
semblage of  words  advances  a  fact. 

SEXTENSIC  EXERCISES. 

1.  Very  much  too  cold  weather. 

2.  Remarkably  red  cherries. 

3.  These  apples  are  quite  too  small. 

4.  Ice  cold  water. 

5.  Coal  black'  cloth. 

6.  Strikingly  green  trees. 

7.  This  fact  is  very  well  known. 

8.  Greyish  blue  cloth. 

9.  Those  fine,  beautiful,  young,  straight  trees. 

10.  How  very  fast  James  walks. 

11.  I  am  most  completely  disappointed. 

12.  Dark,  cold  nights. 

13.  Marble  warehouse. 

14.  Cloud  capt  towers. 

15.  The  tea  is  six  pounds  too  heavy. 

16.  That  wall  is  sixteen  feet  too  high. 
IT.  The  tea  is  full  six  pounds  too  heavy. 
18.  The  tea  is  very  much  too  heavy. 


£2 


AMERICAN  GRAMMAR. 


Questions. 

Is  the  first  assemblage  of  words  a  sentence  ? 
Why  not? 

CONSTRUING. 

A  Section. 

A  Section  is  that  portion  of  a  sentence  which  can 
be  parsed  without  referring  its  members  to  any  other 
portion  of  the  sentence;  as,  [_"She  writes  well/]  (and  she 
scans  the  productions)  (of  others)  (with  much  muteness.") 

This  sentence  comprises  four  sections;  each  of  which  may  be 
parsed  by  itself. 

Construing  respects  the  mechanical  relation  between 
the  sections  of  a  sentence. 

Sections  are  classed  according  to  their  mechanical 
dependence  or  independence.  The  section  which  is 
mechanically  independent,  is  denominated  the  major 
section;  as,  the  sun  shines  upon  all  men. 

The  section  which  is  mechanically  dependent,  is  de- 
nominated a  minor  section;  as,  the  sun  shines  upon  cdl 
men. 

Sections  are  complete  when  all  their  words  or  mem- 
bers are  expressed ;  as,  [_He  gave  a  book]  (to  John.) 

They  are  elliptical  when  one,  or  more  of  their  mem- 
bers, are  omitted,  as,  [he  gave  (      ,      John)  a  book/] 

Sections  are  sentensic  when  they  form  or  make  a 
sentence;  as,  "The  sun  shines  upon  all  men." 

They  are  insentensic  when  they  do  not  make  a  sen- 
tence; as,  the  sun  shines  upon  all  men. 

Minor  Sections  are  of  the  simple  relation  when  they 
are  added  to  but  one  other  section;  as,  The  sun  shines 
upon  all  men. 

They  are  of  the  compound  or  mixed  relation  when 
they  refer  to  more  than  one  other  section;  as,  In  the 
beginning  was  the  word;  and  the  word  teas  with  God, 
and  the  word  was  God. 

The  italic  sections  are  minors  of  the  compound  relation. 
But  in  order  to  give  a  clear  view  of  this  matter,  something;  more 
must  be  done. 


AMERICAN    GRAMMAR.  23 

Major  Section — The  word  was 

f2  in  the  beginning  ; 

c,  j i  3  ami  the  word  was 

Minor  Sections  <j  4  ?a7/i  Go(/. 

The  second  section  is  united  by  in  to  the  major  section;  as, 
"The  word  was  in  the  beginning  J9 

The  third,  is  united  by  and  to  the  major,  and  to  the  first 
minor;  as, 

"  The  word  was  in  the  beginning;  and  the  word  was." 

And  means  add — and,  as  it  is  the  sense  which  points  out  the 
extent  of  the  relation,  it  is  clear  that  and's  section  is  to  be  sub- 
joined to  the  two  that  antecede  it.  And — that  is,  add — but  add 
what:  why,  what  follows  and — but  to  what?  why,  to  what  pre- 
cedes it. 

"  The  word  was  in  the  beginning:  and  the  word  was 
with  God." 

That  is,  add  to  the  fact  that  the  word  was  in  the  beginning,  this 
fact;  namely  the  word  was  with  God. 

The  clause  which  and  subjoins,  is  itself  divided  by  with  into 
two  parts.  The  word,  and,  in  this,  and  various  other  places,  is 
something  like  the  shoulder  joint — it  unites  the  entire  arm  to  the 
body — and  with  is  something  like  the  elbow  joint,  which  divides 
the  entire  arm  into  two  sections  or  parts,  and  unites  the  second  to 
the  first,  or  the  inferior  to  the  superior  part. 

The  section  which  with  unites,  is  of  the  simple  relation — for  it 
refers  to  but  one  section;  as, 

(and  the  word  was)  (with  God.) 

In  the  last  section,  and  occurs  again— and  as  the  intention  is 
that  all  which  follows  and,  shall  be  added  to  the  two  minor  sec- 
tions which  antecede  it,  and's  section  is  of  the  compound  relation 
or  reference;  as, 

"  And  the  word  was  with  God;  and  the  word  was 
God." 

That  is,  add  to  the  fact  that  the  word  was  with  God,  the  fact 
that  the  word  was  God. 

The  parsing  of  sections  is  denominated  construing, 
and  consists  in  breaking  a  sentence  into  sections,  enu- 
merating their  several  properties,  and  in  referring  each 
inferior  section  to  its  true  superior  or  superiors. 


24  AMERICAN    GRAMMAR. 

The  major  section  is  superior  to  all — it  is  the  trunk  or  body  of 
the  sentence.  The  minors  are  the  mere  branches  or  limbs;  and 
while  all  of  them  must  be  inferior  to  the  trunk,  many  of  them  may 
be  superior  to  others — for  one  branch  may  depend  upon  another 
branch. 

As  there  is  no  exact  way  except  the  sense  and  man- 
ner of  the  frame-work  of  the  sentence,  for  showing  the 
superior  minors  from  the  inferior,  the' following  gene- 
ral remark  may  be  of  some  use — 

The  superior  minors  generally  antecede  the  inferior. 

Close  Beading. 

The  close  reading  is  an  important  part  of  construing, 
and  is  performed  as  follows — 

Pie  sa^y  his  sister  4.  5.  6. 

4.  last  Sabbath, 

5.  at  church, 

6.  with  her  mother. 

Close  Reading — 

He  saw  his  sister  4.  4.  on  last  Sabbath. 

He  saw  his  sister  5.  5.  at  church. 

He  saw  his  sister  6.  6.  with  her  mother. 

This  should  not  be  taken  as  a  specimen  of  the  utility  of  Close 
Reading,  but  as  one  of  the  mere  operation  itself. 

specimen  of  construing. 
[A  certain  man  planted  a  vineyard,  and  set  a  hedge 
(about  it),  and  built  a  tower,  and  digged  a  place  (for 
the   wine-vat),  and    let   it  out   (to    husbandmen),   and 
went]  (into  a  far  country.) 

1 .  "  A  certain  man  planted  a  vineyard,  and  set  a  hedge, 
and  built  a  tower,  and  digged  a  place,  and  let  it  out,  and 
went,93 
is  a  complete  major  section  of  the  sentensic  kind.* 

2.  "  about  it" 

is  a  complete  minor  section  of  the  insentensic  kind,  simple  relation, 
referring  to  its  own  part  of  its  superior  section. 

Close  Reading. — And  set  a  hedge  about  it. 

*  Every  sentence  has  one,  and  only  one,  major  section — and  this* 
is  always  of  the  sentensic  kind. 


AMERICAN  GRAMMAR.  25 

Its  oww  part  is  that  portion  of  the  superior  section  with  which  the 
inferior  makes  sense. 

Generally,  however,  the  inferior  section  will  make  sense  with 
the  whole  of  the  superior — and  when  it  does,  the  construing  should 
be  performed  in  the  usual  phraseology ;  namely,  "  referring  to  its 
superior  section" 

"for  the  wine  vat" 

is  a  complete  minor  section  of  the  insentensic  kind,  simple  relation, 
referring  to  its  own  part  of  its  superior  section. 

Close  Reading. — And  he  digged  a  place  for  the 
wine  vat. 

"  to  husbandmen" 

is  a  complete  minor  section  of  the  insentensic  kind,  simple  relation, 
referring  to  its  own  part  of  its  superior  section. 

Close  Reading. — and  let  it  out  to  husbandmen. 

"into  afar  country" 

is  a  complete  minor  section  of  the  insentensic  kind,  simple  relation? 
referring  to  its  own  part  of  its  superior  section. 

Close  Reading. — And  went  into  afar  country. 

PREPARED  EXERCISES  IN  CONSTRUING. 

Scheme. 

1.  Each  paragraph  forms  a  section. 

2.  The  first  line  in  every  sentence,  is  the  major  section  of  the 
sentence. 

3.  Where  there  is  but  one  figure  on  the  left  of  the  inferior  sec- 
tion, it  is  of  the  simple  relation;  as,  5.  But  where  there  are  two 
or  more,  the  inferior  is  of  the  compound  relation;  as,  1,  2. 

4.  N.  B.  The  close  reading  figure  in  the  superior  section  is  placed 
on  the  point  of  mechanical  contact  between  the  two  sections. — Or 
it  is  placed  where  the  inferior  should  be  introduced  when  it  is  read 
with  its  superior  section,  or  with  its  superior  part — 

"  The  penetrating  glances  3.  3  of  the  eye,  indicate 
the  corresponding  affections." 

"  The  eyes  of  a  fool  are  in  the  ends  of  the  earth." 

PREPARED  THUS, 

The  eyes  3  are  4. 

3  of  a  fool 

4  in  the  ends  5. 

5  of  the  earth. 


28  AMERICAN  GRAMMAR. 

CONSTRUED  THUS, 

"  The  eyes  are," 
is  a  complete  major  section  of  the  sentensic  kind. 

3.  "of  a  fool," 

is  a  complete  minor  section  of  the  insentensic  kind,  simple  relation, 
referring  to  its  superior  section. 

Close  Reading.—- The  eyes  3.  3  of  a  fool  are. 

4.  "  in  the  ends," 

is  a  complete  minor  section  of  the  insentensic  kind,  simple  relation, 
referring  to  its  superior  section. 

Close  Reading.* — The  eyes  are  4.  4  in  the  ends. 

5.  "  of  the  earth," 

is  a  complete  minor  section  of  the  insentensic  kind,  simple  relation, 
referring  to  its  superior  section. 

Close  Reading.— -in  the  ends  5.  5  of  the  earth. 

The  eyes  3  are  4 

3  of  a  fool 

4  in  the  ends  5 

5  of  the  earth. 

The  most  powerful  motives  call  3.  4 

3  on  us 

4  for  those  efforts  5 

5  which  our  common  country  demands  6 

6  of  all  her  children. 

Continued  and  deep  thought  very  much  contracts 
muscular  structure. 

Nature  has  so  exquisitely  modelled  the  human  fea- 
tures 3. 

3  that  they  are  capable  4 

4  of  the  expression  5 

5  of  the  most  secret  emotions  6 

6  of  the  soul. 

The  penetrating  glances  3  indicate  the  correspond- 
ing affections  4 

3  of  the  eye  5 

4.  5  and  that  part  6  announces  his  moral  cha- 
racter 7 


AMERICAN  GRAMMAR.  0,7 

6  which  is  emphatically  called  the  countenance, 

7  with  an  energy  8 

8  which  is  communicated  9 

9  to  no  animal  10 
10  but  man. 

The  rapid  extension  3.  4  may  be  considered  a  direct 
proof  6 

3  of  the  Christian  religion 

4  through  the  principal  nations  5 

5  of  the  world, 

6  of  the  reality  7.  9 

7  of  the  miracles  8 

8  of  our  Saviour, 

9  and  of  the  miraculous  powers  10 

10  with  which  1 1 

11  the  apostles  themselves  were  endowed. 

A  man's  attire,  and  excessive  laughter  and  gait  show 
what  man  3 
3  he  is. 

His  forehead  is  extremely  small  and  low. 

His  forehead  is  quite  large  and  remarkably  high  3 

3  and  his  eyes  very  much  enlivened  4 

4  and  his  jaws  are  unusually  long  and  broad  5 

5  and  his  nose  is  exceedingly  short  6 

6  and  his  mouth  is  greatly  depressed. 

The  Chinese  have  very  small  eyes  and  small  eye- 
lids 3 
3  and  they  have  quite  small  noses. 

A  Tartar's  face  is  large,  and  wrinkled  3 
3  even  in  youth. 

Their  noses  are  thick  and  short  3 
3  and  their  cheeks  are  quite  high. 

The  lower  part  3  is  very  narrow  4 

3  of  their  faces  5 

4.  5  and  their  chins  are  long  and  prominent* 

Their  eyebrows  are  very  thick  3 
3  and  their  skin  is  olive. 


28  AMERICAN  GRAMMAR. 

Laplanders  and   other  persons   3    generally  have 
broad  faces,  and  broken,  sunken  noses, 

3  who  inhabit  the  northern  parts  4 

4  of  the  globe. 

Their  eyebrows  are  drawn  back  3.  4 

3  towards  the  temples  5 

4.  5  and  their  cheeks  are  very  high;  6 

6  and  their  mouths  are  large  7 

7  and  their  lips  are  quite  thick  8 

8  and  their  hair  is  nearly  jet  black. 

The  inhabitants  3  are  the  handsomest,  wisest  and 
best  formed         ,         4 

3  of  the  temperate  climates 

4  of  all  the  inhabitants  5 

5  of  the  globe. 

Let  the  pupil  adjust  the  above  sections  according  to  the  close- 
reading  figures. 

The  features  and  proportions  3  differ  very  much  4 

3  of  the  Hottentots 

4  from  those  properties  5 

5  of  the  Negro. 

I  must  not  use  another's  book  when  4 
4  I  have  one  2 
2  of  my  own. 

They  accomodate  one  another  daily. 

Give  thou  another  Upple  1 
1  to  James. 

The  interest  1  is  not  so  dear  2.  3 
1  of  another  person 
2  to  me 
I  3  as  my  own  interest  is, 

I  claim  this  one  1.  2 

1  for  my  own  property  3 

2.  S  but  another  person  claims  it  4 

4  as  another's  property. 

This  day  suits  my  interest;   1 

1  another  day  may  suit  another's  interest  better  3 

3  than  this  day  suits  it. 


AMERICAN  GRAMMAR.  29 

Any  interest  is  another's  interest  1 
1  except  my  own  interest. 

Here  comes  another  person  1 

1  and  another's  views  are  to  be  given  2.  6 

2  of  course 

6  another's  interest  is  to  be  taken  5.  7 

5  into  the  affair  8 

7.  8  (and  another's  whims,  prejudices  and  opinions  are 

to  be  nursed.) 

Scheme. 

The  brackets  [  ]  enclose  the  major  section  ;  the  parentheses  (  )? 
the  minor — and  the  commas  denote  the  ellipses  in  the  sections, 
While  the  number  of  words  to  be  supplied  to  render  the  section 
complete,  is  denoted  by  the  number  of  commas,  the  exact  words 
which  fill  the  ellipses,  may  be  found  in  the  preceding  exercise  which 
is  a  key  to  this. 

EXERCISES. 

[I  must  not  use  another's  book  when*]  (I  have  one)  (of 
my  own.) 

[They  accommodate  one  another  daily.] 

[Give        ,        (         ,        James)  another  apple.] 

[The  interest  (of  another        ,        )  is  not  as  dear]  (to 
me)  (as  my  own        ,        ,        .) 

[I  claim  this  one]  (for  my  own  ,  ) — (but 

another         ,        claims  it)  (as  another's  ,  ,) 

[This  day  suits  my  interest;]  (another  ,  may 

suit  another's         ,         better)  (than  this  ,         , 

,  o 

[Any  interest,  (except  my  own  ,  )  is  ano- 

ther's       ,       .] 

[Here  comes  another  ,  ];  (and  (of 

course)  another's  views  are  to  be  given);  (another's 
interest         ,  to  be  taken)  (into  the  affair;)  (and 

another's  whims,  prejudices  and  opinions        ,        to 
be  nursed.) 

c  2 


30  AMERICAN  GRAMMAR. 

THE  PARTS  OF  SPEECH. 

There  are  two  parts  of  speech 5  viz.  Noun  and  Ad- 
jective. 

1.  A  noun  is  an  independent  or  unadded  name;  as, 

Man,  Ring, 

Virtue,  Sun, 

Vice,  Moon. 

2.  An  adjective  is  a  dependent  or  added  name;  as, 

A  man  was  sick. 

Virtue  is  commendable. 

Vice  is  detestable. 

The  sun  shone  through  the  clouds. 

A  golden  ring  is  bright. 

Man,  virtue,  vice,  ring,  sun  and  moon  are  nouns,  be- 
cause they  are  independent. 

A,  was,  sick,  is,  commendable,  is,  detestable,  the,  shone, 
through,  the,  a,  golden,  is,  and  bright  are  adjectives,  be- 
cause they  are  added. 

Remarks  and  Illustrations. 

1 .  What  is  a  noun,  John? 

A  noun  is  an  unadded  or  an  independent  name. 

2.  In  what  sense  are  nouns  independent,  John? 
In  construction  or  mechanism. 

3.  A  noun,  then,  is  a  word  which  is  mechanically  or 
constructively  independent,  is  it? 

Yes. 

4.  Do  you  infer  from  this  definition  of  a  noun,  that 
there  are  as  many  nouns  as  adjectives  in  our  language? 

I  think  that  as  no  piece  of  mechanism  has  many  independent 
parts,  there  cannot  be  as  many  nouns  as  adjectives  in  any  language. 

Now  James,  permit  me  to  ask  you  a  few  questions 
upon  this  subject. 

5.  James,  I  have  seen  many  persons  who  say  that 
they  cannot  understand  in  what  sense  the  word,  inde- 
pendent, is  used  in  this  definition  of  a  Noun.  Do  you 
understand  in  what  particular  sense  this  word  is  used 
in  this  definition? 

Why,  I  think  that  the  word  explains  itself!  "  A  Noun  is  an  in- 
dependent name."    Now,  we  boys  frequently  construct  cob  houses. 


AMERICAN  GRAMMAR.  bl 

and  stick  houses  for  our  amusement — and,  as  that  cob  or  stick  which 
will  stand  in  our  little  building,  without  resting  upon  another  part, 
is  mechanically  independent,  so  that  word  which  will  stand  in  a 
sentence  without  depending  upon  another  word,  is  constructively 
independent. 

James,  why  is  a  noun  like  the  trunk  of  a  tree? 
Because  it  is  independent  of  its  branches,  in  construction. 

Well,  why  are  the  branches  like  adjectives? 
Because  they  are  added  to  the  trunk. 

What  words  do  you  think  are  constructively  or  me- 
chanically dependent? 

Those  which  cannot  be  used  alone ;  or  those  which  can  be  used 
alone  without  starting  queries  like  these — 

Red— Red  What  $  Good—  Good  what  f  The—  The  what  ?  Black 
—Black  what  ?     Write —  Write  what  ?     See— See  what  f 

What  do  you  understand  by  the  word,  construction? 

In  grammar,  it  means  the  formation  of  the  inferior  words  into 
their  respective  superiors ;  as,  green  trees,  very  green  trees. 

Are  these  words  nouns  which  are  so  used  as  to  be 
constructively  independent? 
They  are. 

Is  clothe  in  the  following  instance,  a  Noun? — "  I  pur- 
chased cloth  of  him." 
It  is. 

Is  clothe  in  the  following  instance,  a  Noun? — "  I  pur- 
chased cloth  shoes  of  him?" 

It  is  not  constructively  independent — hence  it  is  not  a  Noun.  The 
word  is  here  so  used  as  to  depend  upon  the  noun,  shoes,  and  is  de- 
pendent in  mechanism. 

Is  detraction  a  Noun? 

Yes. 

Is  deduce  a  Noun? 

No. 

Why  not? 

Because  it  has  no  form  which  enables  it  to  stand  alone — it  should 
have  tion;  as,  deduction.  For  the  moment  we  say  deduce— the 
query  is  started — deduce  what  9 

James,  from  your  intelligence  upon  this  subject,  I 
presume  that  your  faculties  have  not  been  benumbed 


32  AMERICAN  GRAMMAR. 

by  any  attention  to  the  old  British  system  of  gram- 
mar. Pray  permit  me  to  give  you  a  fair  specimen  of 
the  principles  of  that  system. 

The  following  is  the  definition  which  the  British 
grammarians  have  uniformly  given  of  a  noun — 

"  A  Noun  is  the  name  of  any  person,  place  or  thing." 

I  have  taken  this  particular  form  of  the  British  defi- 
nition of  a  noun,  from  Mr.  Smith's  Grammar,  which  he 
says  consists  of  mental  exercises!     Others  say  that — 

"  A  noun  is  the  name  of  any  thing  of  which  we  have 
any  notion;  as,  London,  man,  virtue,  vice." 

James,  you  have  their  definition  of  a  Noun  before 
you;  will  you  examine  it  well,  and  then  answer  these 
questions  by  it — 

1.  How  many  nouns  are  there  in  the  phrase— "  red 
cloth?" 
There  are  two  nouns. 

How  do  you  know,  James? 

Red  is  the  name  of  something  which  I  can  see,  and  of  which  1 
have  a  notion ;  and  as  a  noun  is  the  name  of  any  thing  of  which  one 
can  have  an  idea,  red  is  a  noun. 

Cloth  is  the  name  of  something  of  which  one  can  have  an  idea— 
hence  a  noun.     Both  words  therefore  are  nouns! 

How  many  nouns  are  there  in  the  following  sentence, 
James? 

"  John  wrote  letters  accurately." 

Why,  as  John  is  the  name  of  a  person  of  whom  one  can  have  i 
notion,  it  is  a  noun  of  course.  "  Wrote"  being  the  name  of  an  ac» 
tion  of  which  one  can  have  a  notion,  it  is  certainly  a  noun!  And, 
as  accurately  is  the  name  of  the  manner  of  writing,  and  as  one  can 
have  as  clear  an  idea  of  the  manner  of  writing  as  of  the  writer  him- 
self, accurately  is  surely  a  noun !  Letters  is  as  clearly  a  noun  as 
accurately — therefore,  the  sentence  comprises  as  many  nouns  as  it 
has  words ! ! 

James,  what  is  accuracy  in  the  following  sentence? 

"  John  writes  letters  with  accuracy" 

Why,  I  certainly  think  that  accuracy  is  the  name  of  the  manner 
of  writing — by  virtue  of  the  British  definition  of  a  noun,  accuracy 
and  accurately  are  both  nouns — they  have  the  same  import.  They 
differ  in  mechanism  only — one  is  an  adjcctived,  but  the  other  is  an 
unadjectived  word. 

James,  shall  I  place  before  you  four  or  five  of  the  dif- 


AMERICAN  GRAMMAR.  33 

ferent  forms  in  which  the  British  definition  of  a  noun, 
is  given? 
If  you  please — I  should  be  glad  to  see  them. 

1.  "A  Noun  or  Substantive  is  the  name  of  any  thing 
that  exists,  or  of  which  we  have  any  notion  $  as,  London, 
virtue,  vice."  Murray. 

2.  "  A  noun  is  the  name  of  any  thing  that  we  can  see, 
hear,  taste,  smell,  feel  or  discourse  of;  as,  man,  apple,  vice, 
virtue,"  &c.  Comly. 

3.  "  A  noun  is  the  name  of  any  person,  place  or 
thing;  as,  man,  Charleston,  knowledge" 

Kirkham. 

4.  "  A  name  or  noun  is  a  word  which  expresses  the 
idea  of  that  which  exists,  whether  material  or  immate- 
rial; as,  man,  horse,  tree,  table, faith,  hope,  love" 

Webster. 

James,  do  you  know  the  meaning  of  from,  through,  to, 
and /or? 

I  believe  from  is  synonymous  with  beginning,  through  with  door, 
to  with  end,  and  for  with  cause. 

From  the  above  definitions,  James,  do  you  think  that 
from,  through,  to  and  for  are  nouns? 

Certainly — I  think  that  they  are  as  clearly  nouns  as  are  begin- 
ning, door,  end,  and  cause ! 

James,  do  you  understand  the  following  sentences  to 
express  the  same  ideas? 

1.  John  rode  from  Philadelphia,  through  New  Jersey, 
to  New  York, /or  his  brother, 

2.  John  rode  beginning  Philadelphia,  door  New  Jer- 
sey, end  New  York,  cause  his  brother. 

I  understand  both  to  mean  the  same  thing". 

James,  what  is  the  mechanical  difference  between  these 
sentences? 

Why,  in  the  first,  four  of  the  ideas  are  expressed  by  adjected  or 
dependent  words — in  the  second,  these  four  ideas  are  expressed  by 
unadded  or  independent  words. 

James,  what  is  the  grammatical  or  mechanical  dif- 
ference between  the  words,  beginning,  door,  end  and 
cause,  and  from,  through,  to  and  for? 

The  first  four  are  independent  in  construction,  as  much  as  is  the 
trunk  of  a  tree  in  reference  to  its  branches.    The  second  four  are 


34  AMERICAN  GRAMMAR. 

adjected  or  dependent,  as  much  so  as  are  the  branches  of  a  tree  in 
reference  to  their  trunk. 

James,  what  is  the  significant  difference  between  these 
words? 

There  is  no  difference  in  this  respect  between  them. 

Which  four  fall  under  this  definition,  James? 
A  noun  is  an  independent  name. 
The  first  four. 

And  which  four  fall  under  this  definition,  James? 
An  adjective  is  an  added  word  or  name. 
The  second— /row,  through,  to,  for. 

James,  what  are  words? 

They  are  articulated  or  jointed  sounds,  used  as  the  signs  or 
names  of  our  ideas. 

James,  how  many  words  are  there  in  the  English  lan- 
guage? 

J  have  been  told  that  this  language  comprises  about  seventy 
thousand. 

Well,  James,  how  many  of  these  words  do  you  sup* 
pose  are  the  signs  or  names  of  ideas? 

Why,  I  have  always  thought  that  all,  the  whole  seventy  thou- 
sand, are  names  or  signs  of  ideas! 

James,  what  do  you  mean  by  a  name? 
I  mean  a  sign  of  an  idea  by  it. 

James,  what  is  the  difference  between  the  following 
definitions  of  a  noun? 

1.  A  noun  is  the  sign  of  any  thing  which  we  can  see 
or  taste,  or  of  which  we  have  an  idea. 

2.  A  noun  is  the  name  of  any  thing  which  we  can  see 
or  taste,  or  of  which  we  can  have  an  idea. 

3.  A  noun  is  an  independent  or  an  unadded  sign  of 
an  idea. 

The  first  two  have  the  same  import — and  they  obviously  embrace 
all  the  words  in  the  language  ! 

The  third  differs  from  the  other  two  in  its  excluding  capacity — 
For,  while  it  embraces  all  those  words  which  are  parsed  as  nouns,  it 
excludes  all  others.  Or,  in  other  phraseology,  it  includes  only 
those  signs,  names  or  words  which  are  not  added  to  other  signs, 
names  or  words ! 


AMERICAN  GRAMMAR.  36 

SCANNING. 

Scanning  is  a  critical  examination  of  the  grammati- 
cal relation  of  the  words  in  a  section. 

REMARKS. 

As  construing  is  a  critical  examination  of  the  constructive  rela- 
tion between  the  sections  of  a  sentence,  so  scannning  is  a  critical 
investigation  of  the  constructive  relation  between  the  words  of  a 
section.  And  as  the  sections  of  a  sentence  may  be  classed  under 
the  technical  names,  noun  and  adjective,  so  the  words  of  a  section 
may  all  be  classed  under  the  terms,  major  and  minor.  The  major 
section  may  with  great  propriety,  be  denominated  a  noun ;  as,  The 
sun  shines  upon  all  men. 

"  The  sun  shines,"  is  constructively  independent — hence  a  noun 
The  minor  section  may  with  the  same  degree  of  propriety,  be  de- 
nominated an  adjective  ;  as,  The  sun  shines  upon  all  men. 

The  section,  upon  all  men,  has  the  same  constructive  dependence 
upon  the  noun  section,  which  every  adjective  word  has  upon  the 
word  to  which  it  is  added. 

"  The  sun  shines  upon  all  men  who  will  receive  his  rays." 
The  sectional  adjective,  "  who  will  receive  his  rays"  is  added  to 
the  sectional  adjective,  uupon  all  men"     And  to  the  last  sectional 
adjective,  may  be  added  the  following  sectional  adjective — 

"  which  he  sends." 
And  to  this  may  be  added  the  following : 

"from  the  heavens" 

Thus — [The  sun  shines]  (upon  all  men)  (who  will 
receive  his  rays)  (which  he  sends)  (from  the  heavens.) 

Now,  in  this  way  may  one  adjective  word  be  added  to  another; 
as,  "  very  cold  weather." 

The  word,  weather,  is  the  noun  word,  and  bears  the  same  sustain- 
ing relation  to  cold,  which  the  sectional  noun,  "  the  sun  shines," 
bears  to  the  sectional  adjective,  "  upon  all  men."  The  word,  cold, 
bears  the  same  sustained  or  dependent  relation  to  weather,  which 
the  sectional  noun,  "  upon  all  men,"  bears  to  the  sectional  noun, 
"  the  sun  shines."  And,  as  "  who  will  receive  his  rays,"  depends 
upon  the  sectional  adjective,  upon  all  men,  so  does  very  depend 
upon  the  adjective  word,  cold. 

As  the  relation  which  exists  between  sections  is  the  same  as  that 
existing  between  individual  words,  and  as  grammar  respects  this 
relation,  it  is  obvious  that  the  individual  words  of  a  section  may  be 
called  by  the  names  of  the  sections  which  compose  the  sentence. 
All  words,  then,  may  be  divided  into  two  classes;  namely,  major 
and  minor. 

A  major  word  is  an  independent  name  or  sign  ;  as,  the  sun  shines 
upon  all  men. 


56  AMERICAN  GRAMMAR. 

A  minor  word  is  an  added  or  a  dependent  name  or  sign ;  as,  "  The 
sun  shines  upon  all  men." 

In  the  following  sentence,  the  major  section  is  distinguished  from 
the  minors  by  brackets  [  ].  The  minor  sections,  from  the  major,  by 
parentheses  (  ).  The  major  words  are  distinguished  by  the  absence 
of  figures—but  the  minor  by  the  presence  of  figures— 

3   1  1  11  .  1  l 

[The  sun  shines]  (upon  all  men)  (who  will  receive 

I  111 

his  rays)  (which  he  sends)  (from  the  heavens.) 

Now,  what  the  major  section,  "  the  sun  shines^  is  to  the  whole 
sentence,  the  major  word,  sun,  is  to  the  major  section.  And  what 
the  major  section  is  to  the  whole  sentence,  the  major  word,  men,  is 
to  the  minor  section  in  which  this  word  stands.  And  what  the 
minor  words,  upon  and  all,  are  to  the  major  word,  men,  the  minor 
section,  "  upon  all  men,''  is  to  the  major  section,  "  the  sun  shines. 

Minor  sections,  and  minor  words  may  be  said  to  hold  different 
ranks  according  to  their  near  or  remote  relation  to  the  noun  sec- 
tion or  noun  word.  A  minor  section,  which  holds  a  direct  relation 
with  the  major  section,  is  of  the  first  rank ;  as,  The  sun  shines  upon 
all  men. 

A  minor  section  which  is  added  to  a  minor  of  the  first  rank,  is  of 
the  second;  as,  the  sun  shines  (upon  all  men!)  (who  will  receive 
his  rays2.) 

A  minor  section  which  is  added  to  a  minor  of  the  second  rank,  is 
of  the  third;  as,  The  sun  shines  (upon  all  menl)  (who  will  receive 
his  rays2)  (which  he  sendsZ.) 

A  minor  section  which  depends  upon  a  minor  of  the  third  rank,  is 
of  the  fourth  ;  as,  the  sun  shines  (upon  all  menl)  (who  will  receive 
his  rays2)  (which  he  sends3)  (from  the  heavens!.) 

The  rank  of  an  adjective  is  well  illustrated  in  the 
following  scheme — 

1 
Cold  weather. 
2       1 
Too  cold  weather. 
3        2        1 
Much  too  cold  weather. 
4  3        2        1 

Very  much  too  cold  weather. 

Although  it  is  well  to  show  that  minor  sections  and  adjective* 
hold  these  different  ranks  in  the  frame-work  of  a  sentence;  yet  it  m 
not  important  for  the  pupil  to  recognise  or  notice  tnese  ranks  in 

CONSTRUING  and  SCANNING. 


AMERICAN  GRAMMAR.  37 

SCANNING  RULES* 

Rule  I.  Every  adjective  of  the  first  rank,  must  refer 
to  that  noun  with  which  it  makes  sense. 

Rule  II.  Every  adjective  of  the  second  rank,  must 
refer  to  that  adjective  of  the  first  with  which  it  makes 
sense. 

Rule  III.  Every  adjective  of  the  third  rank,  must 
refer  to  that  of  the  second  with  which  it  makes  sense. 

Rule  IV.  Every  adjective  of  the  fourth  rank,  must 
refer  to  that  of  the  third  with  which  it  makes  sense. 

Rule  V.  Every  adjective  of  the  fifth  rank,  must  refer 
to  that  of  the  fourth  with  which  it  makes  sense. 

SPECIMEN  OF  SCANNING. 

1  14  3         2       1 

"  The  fire  is  very  much  too  hot." 

The — is  an  adjective,  referring  to  fire,     Rule  I, 
Jire — is  a  noun. 

is — is  an  adjective,  referting  to  Jire.     Rule  L 
very — is  an  adjective,  referring  to  much.     Rule  IV 
much — is  an  adjective,  referring  to  too.     Rule  III. 
too — is  an  adjective,  referring  to  hot.     Rule  II. 
hot — is  an  adjective,  referring  to  Jire.     Rule  I. 

PREPARED  EXERCISES  IN  SCANNING, 

Pay  dose  attention  to  the  above  specimen. 

The  figures  not  only  distinguish  the  adjectives  from 
the  nouns,  but  point  out  the  true  superior  of  each 
adjected  word. 

4  3         2        1 

Very  much  too  cold  weather, 

2  1 

Remarkably  red  cherries, 

I  13        2         1 

These  apples  are  quite  too  small 

2      1 
Ice  cold  water. 


58  AMERICAN  GRAMMAR. 

%  I 

Coai  black  cloth. 

2  1 

Strikingly  green  trees. 

1  13         2! 

This  fact  is  very  well  known, 

2  1 

Greyish  blue  cloth. 

Ill  1  1  1 

Those,  fine,  beautiful,  young,  green,  straight  trees 

4         3        2  1 

How  very  fast  James  walks. 

13  2  1 

I  am  most  completely  disappointed 

1  1 

Cold,  dark  nights, 

2  1 

Marble  ware  house . 

2  1 

Cloud  capt  towers. 

1  14         3         2 

The  tea  is  six  pounds  too  heavy. 

1  14  3       2        1 

That  wall  is  sixteen  feet  too  high 

1  1     5       4  4  2  i 

The  tea  is  full  six  pounds  too  heavy, 

1  14  3         2         1 

The  tea  is  very  much  too  heavy, 

1  1        5  4  3         2         i 

That  wall  is  nearly  sixteen  hands  too  high, 

!  14  3  2  1 

The  army  is  ten  thousand  men  strong. 

I  14  3         2        1 

The  distance  is  very  much  too  long, 

THE  RELATION  OF  ADJECTIVES. 

Relation,  in  grammar,  respects  the  extent  of  the 
mechanical    or    constructive    bearing  of  the    inferior 


AMERICAN  GRAMMAR.  59 

words,  to  their  respective  superiors.  This  relation 
may  be  considered  simple,  or  compound,  according  to 
its  extent. 

1.  The  simple  relation.  The  relation  of  an  adjective 
is  simple,  when  it  refers  to  hut  one  other  word;  as. 

1  I 

Black  cloth,  my  hat. 

2.  The  compound  relation.  The  relation  is  com- 
pound, where  the  adjective  refers  to  two  or  more  other 
words;  as, 

Black  cloth  and  hats,  my  gloves  and  hat.     . 

The  simple  relation  in  the  following  exercises,  is  mark- 
ed by  the  erect  posture  of  the  figure;  as, 

1  1  2        1 

Black  hat,  my  glove,  very  good  apples. 

The  compound  relation  is  denoted  by  the  horizontal 
posture  of  the  figure;  as, 

—  rH  — « 

Black  cloth  and  hats.     It  is  John, 

specimen  of  scanning* 

1   2     i 

He  is  not  my  brother. 

He — is  a  noun. 

is — is  an  adjective,  referring  to  he  and  brother.  Rule  I. 
not — is  an  adjective,  referring  to  is.     Rule  II. 
my — is  an  adjective,  referring  to  brother.     Rule  L 
brother — is  a  noun. 

prepared  exercises  in  scanning. 

We  love  them. 

They  are  men. 

i     a     « 

Stars  have  been  called  suns. 


40  AMERICAN  GRAMMAR. 

1  2  ~  i 

We  shall  have  learned  our  lessons, 

1    2      ~ 

They  can  not  write  letters. 

Every  adjective  of  the  second  rank  must  refer  to 
one  of  the  first;  hence  where  there  are  two  of  the 
first,  the  sense  must  decide  to  which  of  the  two,  the 
adjective  of  the  second,  relates.  In  the  above  example, 
there  are  two  of  the  first,  can  and  write.  And  the 
question  is,  to  which  of  these  two  not  refers.  It  is  the 
province  of  not  to  deny  the  power  or  ability  to  do  the 
act  of  writing.  And  to  lead  the  mind  of  the  reader  to 
this  sense  of  the  expression,  not  has  a  figure  over  it 
corresponding  in  size  to  that  over  can.  Not  and 
never  always  refer  to  the  word  which  falls  on  the  left 
hand. 

I  have  not  written  letters. 

12^1 

He  would  not  learn  his  lesson, 

*        1  »    m    \ 

He  planted  a  vineyard,  and  set  a  hedge. 

*.  1  12-, 

[He  is  a  lad]  (whom  you  may  not  know.) 

I  1     2     4         1 

Idle  children  will  not  learn  their  books. 

II  12         13       2 

This  large  book  has  been  written  long  since. 

1  1       2      2         «  1 

These  boys  have  not  been  writing  their  copies. 

12         1 

We  have  been  laughing. 

i       2        1 

You  have  been  walking. 

1        3        »  1 

We  shall  have  been  walking. 


AMERICAN  GRAMMAR. 


41 


REPRESENTATIVE  WORDS. 


In  English,  there  are  about  sixty,  words  which  have  been  made  to 
represent  other  words;  as,  him,  she,  it,  his. 

The   following   table   exhibits   these   words   in   their   different 
forms : — 


RADICALS. 
Jf0U?l8. 

I 

We 

Thou 

You 

Ye 

He 

She 

It 

They 

Who 

One 

Other 

Another 

Which 

As 

That 

This 


DERIVATIVE    WORDS. 


Adjectives. 
my,  mine 
our 

thy,  thine 
your 


Nouns. 
mine,  myself,  me. 
ourselves,  ours,  us. 
thyself,  thee, 
yourselves,  yours. 


whose,  whosoever 


one,  one  s,  ones 
otherjOther'SjOthers',  others, 
another,  another's      


himself,  him. 

herself,  her. 

itself. 

themselves,  theirs,  them* 
\  whom,  whosoever,  whom* 
[     soever. 

ones, 


those 
these 


those, 
these. 


Scheme. 


The  following  exercises  should  be  carefully  scanned  according  t© 
the  following  specimen. 

The  brackets  and  parentheses  break  the  sentence  into  sections ; 
and,  as  the  words  in  one  seetion  have  no  mechanical  connexion  with 
those  in  another,  the  pupil  will  be  considerably  aided  by  observing 
this  sectional  division.  The  brackets  present  the  major  section  ; 
the  parentheses,  the  minors. 

The  major  section  should  be  scanned  first. 

The  pupil  should  not  undertake  to  scan  these  exercises,  unless  he 
has  learned  the  representative  words — nor  should  he  be  suffered  to 
scan  one  of  the  representative  words  without  naming  what  it  re- 
presents. If  there  be  no  definite  noun  in  the  sentence,  he  should 
«ay,  representing  some  word  supposed ;  as,  John,  our  names,  my 
own  name,  thy  name,  his  name;  or  something  of  this  kind. 

A  catch  word,  rep.  will  be  used  to  remind  the  learner  that  he 
should  tell  what  the  representative  word  represents. 

D  2 


4£  AMERICAN  GRAMMAR. 

SPECIMEN  OF  SCANNING* 

rep.  _rcp.l 

He  is  her  brother. 

He  is  a  noun,  representing  John. 

Is  is  an  adjective,  referring  to  he  and  brother.     Rule  J. 

Her  is  an  adjective,  representing  Jiane,  and  referring  to  brother. 

Brother  is  a  noun.  [Rule  f 

EXERCISES  IN  SCANNING. 

1  14  3  2         1 

The  distance  is  very  much  too  long. 

rep  1  13      2  1 

His  father  was  so  well  pleased. 

rep  l  11  2  2 

[Your  tree  was  considered  remarkably  fruitful^] 

rep       11  2  1 

(mine  was  considered  remarkably  barren* 

4  3        2        1 

Very  much  too  cold  weather. 

1  14  3         2  1 

The  weather  is  very  much  too  warm, 
rep  p*  Q    l     2  1 

He  is  not  a  very  learned  man. 

12^11 
John  will  never  be  a  good  scholar, 

1  _  1 

True  religion  promotes  harmonious  intercourse. 

rep       1  ^  1 

[They  have  given  occasion]  (for  criticism. 

rep   \  1  11 

[We  are  responsible]  (for  the  rest.) 

1 
Rare  effusions. 

1 
Pious  thoughts. 

1        1 
A  profuse  admixture, 

*  Mine  is  a  noun,  representing  the  phrase,  m^  tree. 


AMERICAN    GRAMMAR.  4o 

I  1 

An  agreeable  entertainment. 

rep    1       ^  1 

He  has  shown  this  fact. 

rep      2  1 

We  now  proceed. 

rep  1  1       2  1 

Your  books  have  been  published. 

II  1     1 

A  cluttering  articulation  produces  a  bad  pronunciation. 

r    1  11 

[Custom  is  the  plague]  (of  wise  men.) 

-  1      1 
Ingratitude  is  a  base  crime. 

rep  _ 
It  is  heroism. 

^        rep  rep  1 
Admonish  thou  thy  friend, 

11  11 

[Man's  evil  manners  live]  (in  brass.) 

_     1  11  11 

[Party  is  the  madness]  (of  many  persam)  (for  the  gain 

12  1 

(of  a  few  persons.) 

1  111 

Shining  characters  may  be  impure. 

1  1        1 

The  web  is  woven. 

3     2ll  m  rep  i 

How  far  the  little  candle  throws  its  beams. 

rep         1  ^  2  rep         l 

[They  should  speak  language  accurately,]  (whoj^rofess 
2      ^     rep  2 

to  write  it  grammatically.) 
I         2  I 

The  cloud  capt  towers. 

1  ill 

[The  ice-house  is  full]  (of  ice.) 


44  AMERICAN  GRAMMAR. 

11  12  1 

The  glow  worm  is  well  known. 

rep       - 

He  teaches  grammar. 

1  111 

[The  watch-men  were]  (in  Pearl  streetr) 

Congress-men  frequently  fight  wind-mills. 

rep    I     ft     ^  1 

He  can  not  bear  far-fetched  figures. 

1  _    1 

What  thing  is  the  Aurora-borealis? 

1  ~    1 

What  thing  is  the  Ignis-fatuus? 

1  111 

The  semi-vowels  may  be  subdivided. 

EXERCISES. 

The  prepared  Exercises  are  a  Key  to  these.    (P.  37.) 

Very  much  too  cold  weather. 

Remarkably  red  cherries. 

These  apples  are  quite  too  small. 

Ice  cold  water. 

Coal  black  cloth. 

Strikingly  green  trees. 

This  fact  is  very  well  known. 

Greyish  blue  cloth. 

Those  fine,  beautiful,  young,  straight  trees. 

How  very  fast  James  walks. 

I  am  most  completely  disappointed. 

Chilly,  cold,  freezing  nights. 

Marble  warehouse. 

Cloud  capt  towers. 

The  tea  is  six  pounds  too  heavy. 

That  wall  is  sixteen  feet  too  high. 

The  tea  is  full  six  pounds  too  heavy. 

The  tea  is  very  much  too  heavy. 

That  wall  is  nearly  sixteen  hands  too  high. 

The  army  is  ten  thousand  men  strong. 

The  distance  is  very  much  too  long. 


AMERICAN  GRAMMAR.  45 

1.  The  words  which  are  of  the  compound  relation,  are  generally 
of  the  first  rank. 

2.  Where  there  are  two  nouns  in  a  section,  one  of  the  adjectives 
must  be  of  the  compound  relation;  and  the  sense  must  determine 

which ;  as, 

„i  ]  i 

John  is  a  good  boy,  They  have  written  letters. 

3.  Adjectives  of  the  second  rank  may  have  the  compound  rela- 
tion ;  as,  He  is  good  and  wise. 

EXERCISES. 

77i*  prepared  Exercises  are  a  Key  to  these.    (Page  42.) 

The  distance  is  very  much  too  long. 

rep. 

His  father  was  so  well  pleased. 

rep. 

[Your  tree  was  considered  extremely  fruitful.] 

rep. 

(mine  was  considered  remarkably  barren.) 
Very  much  too  cold  weather. 
The  weather  is  very  much  too  warm. 
rep. 

He  is  not  a  very  learned  man. 
John  will  never  be  a  good  scholar. 
True  religion  promotes  harmonious  intercourse, 

rep. 
[They  have  given  occasion]  (for  criticism.) 
rep. 
[We  are  responsible]  (for  the  rest.) 
Rare  effusions. 
Pious  thoughts. 
A  profuse  admixture. 
An  agreeable  entertainment. 
rep. 

He  having  shown  this  fact. 
rep. 

We  now  proceed. 
rep. 

Your  books  have  been  published. 

A  cluttering  articulation  produces  a  bad  pronunciation, 
[Custom  is  the  plague]  (of  wise  men.) 
Ingratitude  is  a  base  crime. 


46  AMERICAN   GRAMMAR. 

rep. 

It  is  heroism. 

rep.    rep. 
Admonish      ,     thy  friend. 

E Man's  evil  manners  live]  (in  brass,)    • 
Party  is  the  madness]  (of  many      ,      )  (for  the  gam) 

(of  a  few     ,     .) 
Shining  characters  may  be  impure. 
The  web  is  woven. 

3  rep. 

How  far  the  little  candle  throws  its  beams. 
rep.  rep. 

[They  should  speak     ,     accurately]  (who  profess)  (to 

write     ,     grammatically.) 
The  cloud  capt*  towers. 
[The  ice  house  is  full]  (of  ice.) 
The  glow  worm  is  well  known. 
rep. 
He  teaches  Grammar. 

EThe  watch-men  were]  (in  Pearl  street.) 
ongress-men  frequently  fight  wind-mills. 
rep. 

He  cannot  bear  far-fetched  figures. 
What       j       is  the  Aurora-bore alisf 
What       ,       is  the  Ignis-fatuus? 
The  semi- vowels  may  be  subdivided. 

CLASSIFICATION  OF  NOUNS. 

There  are  three  classes  of  nouns;  namely,  Partial, 
Impartial^  and  Pro. 

1.  A  partial  noun  is  one  which  applies  only  to  a  part 
of  the  class  or  race,  family  or  tribe;  as,  John,  Sunday, 
Philadelphia. 

2.  An  impartial  noun  is  one  which  applies  to  all  the 
class  or  race,  family  or  tribe;  as,  man,  day,  city. 

*  When  simple  words  are  united  in  orthography,  they  constitute 
but  one  part  of  speech;  as,  cloudcapt,  icehouse,  watchmen,  today. 

And  when  simple  words  are  separate  in  orthography,  but  united 
by  a  hyphen,  they  constitute  but  one  part  of  speech;  as,  cloud-capt, 
ice-house,  to-day.  But  when  simple  words  are  not  so  united,  each 
should  be  scanned  as  a  distinct  part  of  speech:  ns,  cloud  capt  tower, 
ice  house ,  to  day. 


AMERICAN  GRAMMAR.  4/ 

The  noun,  John,  does  not  apply  to  all  human  beings — hence  it  w 
partial. 

Sunday  does  not  include  all  days — hence  this  noun  is  partial  in 
its  application. 

Philadelphia  does  not  include  all  cities — hence  this  noun  is  par- 
tial. 

The  noun,  man,  applies  to  all  the  human  race;  it  embraces  every 
individual — hence  it  is  impartial  in  its  application. 

The  word,  day,  includes  all  days — it  means  one  day  as  much  as 
another — hence  this  noun  is  impartial. 

The  word,  city,  applies  to  all  cities — hence  this  noun  is  impartial 


When  partial  nouns  are  substituted  for  impartial  ones,  they  lose 
their  partiality  of  application;  as, 

The  Browns  were  at  church. 

That  is,  the  family  of  Browns. 

He  is  the  Washington  of  his  age. 

That  is,  he  is  the  general  of  his  age,  as  Washington  was  of  his. 

When  partial  nouns  become  impartial,  they  are  generally  preceded 
by  the,  this,  that,  these,  those,  or  a  ;  as,  he  is  the  Cicero  of  America, 
he  is  a  Cicero. 

But,  as  is  intimated  above  by  the  use  of  generally,  partial  nouns 
may  become  impartial  where  no  one  of  these  adjectives  precedes 
them;  as,  "he  is  Cicero  himself!" 

Nor  do  partial  nouns  in  all  instances  become  impartial  even  where 
one  of  the  above  adjectives  is  found ;  as,  the  Mississippi  is  a  noble 
stream — the  Hudson  is  a  fine  river. 

It  may  be  well  to  observe  here  that  the  partiality  as  well  as  the 
impartiality  in  the  application  of  a  noun,  must,  in  general,  be  pro- 
duced by  the  noun  itself — and  not  by  any  adjectives  which  exert  a 
restraining  or  an  enlarging  influence  over  the  noun ;  as,  John  saw 
his  brother. 

The  noun,  John,  has  the  attribute  or  inclination  of  partiality  in 
itself.  And  the  word,  brother,  has  the  attribute  or  inclination  of 
impartiality  in  itself — for  this  noun  includes  all  the  class  of  beings 
that  are  called  brothers.  The  word  applies  to  one  of  the  class  as 
much  as  another — hence  it  is  impartial.  If  the  word,  brother,  how- 
ever, is  taken  under  the  restraining  influence  of  his,  it  becomes  par- 
tial— for  it  applies  to  no  one  of  this  class  except  the  brother  of  John 
But  as  this  inclination  of  partiality  is  no  attribute  of  the  noun,  it 
would  be  quite  improper  to  call  brother  a  partial  noun.  Partial  and 
impartial  are  applied  to  the  controlling  attribute  which  belongs  to 
the  nouns  themselves. 

3,  A  pro  noun  is  the  representative  of  another  noun; 
as,  John  found  his  book  where  he  left  it. 


48 


AMERICAN  GRAMMAR. 


SPECIMEN  OF  PARSING. 

[John  found  his  book  where]  (he  left  it.) 
Ma.  Section. — John  found  his  book  where 
Mi.  Section. — he  left  it. 

Rule. — Every  adjective  must  refer  to  the  noun  or  adjec- 
tive with  which  it  makes  sense. 

John — -is  a  partial  noun. 

found— is  an  adjective,  referring  to  John  and  hook.    Rule  — 

Every,  &c. 
to— is  an  adjective,  representing  John,  and  referring  to  book. 

Rule. — Every,  &c. 
book — is  an  impartial  noun. 

where — is  an  adjective,  referring  to  found.    Rule. — Every,  &c. 
he — is  a  pronoun,  representing  John. 

left — is  an  adjective,  referring  to  he  and  it.    Rule. — Every,  &c. 
it — is  a  pronoun,  representing  booh. 

EXERCISES. 

These  exercises  should  be  parsed  exactly  according  to  the 
preceding  specimens. 

saw  John's  hat. 

tore  Charles'  coat, 

made  Samuel's  shoes, 

cut  Peter's  hand, 

knits  men's  mittens, 

makes  ladies'  clothes, 

studies  Murray's  works, 

read  Homer's  Iliad, 

built  Solomon's  temple. 


Charles 

John 

Peter 

Samuel 

Lucy 

Sally 

Julia 

Harriet 

Men 

We  rep.* 

They  rep. 

Who  rep 

They  rep 

I  rep 

They  rep 
Ye 
Ye 
We 


rep 
rep 
rep 


dared 

had  heard 

feel 

bade 

saw 

thought 

call 

taught 

unfold 


him 

us 

them 

thee 

them 

him 


rep. 

rep. 

rep. 

rep. 

rep. 

rep. 
us  rep. 

whom  rep. 
them       rep. 


*  The  catch  word,  rep,  is  used  to  remind  the  pupil  that  he  should 
tells  in  the  very  form  which  is  presented  in  the  above  specimen  of 
parsing,  what  noun  each  pro  noun  represents.  And,  as  there  are 
no  certain  nouns  in  these  exercises,  which  the  pro  nouna  represent^ 
the  pupil  may  suppose  any  which  are  suited  to  the  nature  of  the 
subject. 


AMERICAN  GRAMMAR.  49 

Nouns  are  Sentensic  and  Insentensic 

1 .  A  Sentensic  Noun  is  one  which  presents  the  foun- 
dation of  the  sentence,  and  without  which  no  sentence 
can  be  formed;  as,  "  the  sun  shines  upon  all  men." 

2.  An  Insentensic  Noun  is  one  which  does  not  pre- 
sent the  foundation  of  a  sentence,  and  without  which  a 
sentence  can  be  formed;  as,  all  men  are  blessed  with 
the  light  and  heat  of  the  sun. 

In  the  instance, 

"  the  sun  shines  upon  all  men,55 

it  is  obvious  that  the  sentence  is  founded  upon  the  sun,  as  without 
it,  the  assemblage  of  words  loses  the  character  of  a  sentence — 

*  the  shines  upon  all  men,5' 

But  in  the  instance, 

"  All  men  are  blessed  with  the  light  and  heat  of  the  sun" 

the  mind  has  so  disposed  of  the  sun  as  not  to  found  the  sentence 
upon  it;  for  light,  heat,  arid  sun  may  be  omitted  without  diminish- 
ing in  any  degree  the  sentensic  character  of  the  assemblage  of 
words. 

"  All  men  are  blessed.55 

These  words  form  a  perfect  sentence  :  and  indeed  so  do  the  fol- 
lowing : 

"  Men  are.55 

Specimen  or  Parsing  Nouns. 

"  John  went  to  church.55 

John — is  a  partial  sentensic  noun. 
went — is  an  adjective,  referring  to  John, 
io — is  an  adjective,  referring  to  church, 
church — is  an  impartial  insentensic  noun. 

EXERCISES 

To  be  parsed  according  to  the  preceding  specimen. 

The  sun  shines  very  brightly 
into  the  house. 
Will  the  servant  come  soon? 
To  these  deep  waters. 
Who  created  the  world? 

The  omission  of  "  world"  does  not  destroy  the  sentensic  charac- 
ter of  this  assemblage  of  words,  for  "  who  created?"  is  a  perfect 
sentence.    That  is,  "  who  created?"  has  all  the  sentensic  principle 


50  AMERICAN  GRAMMAR, 

which  any  assemblage  of  words  can  have.    But  the  omission  of  %oh& 
deprives  this  assemblage  of  words  of  its  sentensic  character— 

"  created  the  world.35 
Hence  who  is  a  sentensic  noun,  and  world  an  insentensic  one. 
God  created  the  world 
in  six  days. 
He  created  it. 

Here,  by  omitting  God  and  he  it  will  be  seen  that  these  are  the 
sentensic  nouns — 

Created  the  world — created  it. 

And.  by  omitting  world  and  it,  it  will  be  seen  that  world  and  it  are 
insentensic  nouns. 

God  created. 
He  created. 

Both  of  these  assemblages,  as  here  abridged,  have  every  whit  of 
the  sentence  character. 

Did  John? 
Can  Joseph? 
Will  James? 
Shall  he? 

In  each  of  these  instances,  the  sentence  character  is  completely- 
formed — as  much  so  as  it  is  in  any  of  the  following : — 

Did  John  see  the  merchant?  Can  Joseph  write  accurately?  Will 
James  learn  to  do  well  ?    Shall  he  be  reivardedfor  his  trouble  9 

John  did. 

Joseph  can. 

James  will, 

He  shall. 

Trees  grow  quite  high 

in  the  fields. 

Charles  saw  the  merchant. 

He  obtained  the  goods  from  the  merchant, 

OBSERVATIONS. 

I.  The  noun  which  can  not  be  omitted  without  dt* 
stroying  the  sentence  character  of  the  assemblage  of 
words,  is  sentensic;  as,  Charles  saw  his  brother. 

II.  The  noun  which  can  be  omitted  without*  destroy- 
ing the  sentence  character  of  the  assemblage  of  words 
is  insentensic;  as,  Charles  saw  his  brother — 

"  Charles  saw." 


AMERICAN  GRAMMAR, 


51 


EXERCISES. 


Charles 

saw 

hats, 

John 

tore 

coats. 

Peter 

made 

shoes. 

Samuel 

cut 

apples. 

Lucy 

knits 

mittens. 

Salty 

makes 

clothes. 

Julia 

studies 

books. 

Harriet 

has  read 

books. 

Men 

built 

temples. 

1 .  Sentensic  pro  nouns 

V                      "2. 

Insentensic  pro  nouns. 

I 

Me 

Thou 

Thee 

He 

Him 

She 

Her 

They 

Them 

We 

Us 

Ye 

~_ — 

Who 

^TJESTIONS. 

Whom 

What  is  the  sentensic  of  me? 
What  is  the  insentensic  of  I? 
What  is  the  sentensic  of  thee  ? 
What  is  the  insentensic  of  thou  9 
What  is  the  sentensic  of  him  and  her? 
What  is  the  insentensic  of  he  and  shef 
What  is  the  sentensic  of  us? 
What  is  the  sentensic  of  you  ? 
You  is  both  sentensic  and  insentensic. 
What  is  the  insentensic  of  ye  ? 

Ye  has  no  insentensic  except  you,  which  is  sentensic  i 
well  as  insentensic. 

EXERCISES. 


We 

rep. 

dared 

him 

rep, 

They 

rep. 

had  heard 

US 

rep, 

Who 

rep. 

feel 

them 

rep, 

They 

rep. 

bade 

thee 

rep, 

I 

rep. 

saw 

them 

rep, 

They 

rep. 

thought 

him 

rep, 

Ye 

rep. 

call 

us 

rep, 

Ye 

rep. 

taught 

whom 

rep, 

5£  AMERICAN  GRAMMAR. 


We 

rep. 

unfold 

them 

rept 

They 

rep. 

sang 

them 

rep. 

Ye 

rep. 

smote 

us 

rep 

She 

rep. 

is 

.she 

rep 

We 

rep. 

have  learned 

them 

rep 

Ye 

rep. 

will  have  loved 

them 

rep 

We 

rep. 

clothe 

thee 

rep 

He 

rep. 

went 

rep. 

PROPERTIES  OF  NOUNS. 

Nouns  have  Order,  Number  and  Gender. 

Order  respects  the  priority  or  posteriority  of  the  different 
characters  in  a  sentence. 

There  are  three  orders,  first,  second  and  third. 

The  first  order  respects  the,  priority  of  the  speaker; 
as,  /saw  thee  at  school,  John. 

The  second  order  respects  the  posteriority  of  him 
spoken  to;  as,  I  saw  thee  at  school,  John. 

The  third  order  respects  the  posteriority  of  whatever 
is  spoken  of;  as,  I  saw  thee  at  school,  John. 

REMARKS. 

These  orders  are  illustrated  in  the  manner  in  which  language 
eommericed  and  advanced,  and  may  now  be  found  in  the  methodical 
relation  of  the  speaker,  the  person  addressed,  and  the  thing  spoken 
of.  Language  began  with  the  speaker — hence  he  is  of  the  first 
order. 

The  next,  or  second  step  in  the  progress  of  language,  introduced 
the  person  spoken  to,  or  him  who  was  addressed — for,  as  the  speaker 
desired  to  communicate  some  ideas,  it  was  natural,  and  perhaps  ne- 
cessary, that  he  should  notify  the  person  whose  attention  he  desired 
to  gain.  Hence  the  person  addressed  is  of  the  second  order  in  the 
formation  and  application  of  language. 

The  third  step  in  the  progress  and  application  of  language,  intro- 
duced the  thing  of  which  the  speaker  speaks — hence  the  person  or 
thing  spoken  of,  is  of  the  third  order.  Now,  all  the  persons  and 
things  that  any  sentence  may  name,  must  fall  into  one  or  another  of 
these  orders.  For  instance — "  And  he  began  to  speak  unto  them  by 
parables."     Mark,  xii.  1. 

In  this  sentence,  St.  Mark  is  of  the  first  order,  the  world  or  the 
public,  or  whoever  reads,  is  of  the  second  order — and  he}  them,  and 
parables  are  of  the  third. 

2.   NUMBER. 

The  number  of  a  noun  represents  that  form  or  de- 
clension of  the  word,  by  which  a  distinction  is  made 
between  unity  and  plurality. 


AMERICAN  GRAMMAR,  53 

Nouns  have  two  numbers^  viz.  Singular  and  Plural. 
The  singular  denotes  but  one  thing,  or  but  one  com- 
pany or  assemblage^  as, 

1.  Pen. 

2.  Lamina. 

3.  Man. 

4.  A  dozen  of  quills. 

5.  A  family  of  nine  persons. 

6.  Cherub. 

The  plural  denotes  more  than  one  thing  or  company.; 
and  is  formed  in  a  variety  of  waysj  as, 

1.  Pens. s. 

2.  Laminm.  <b. 

3.  Families.  ....  ies. 

4.  Two  dozens  of  quills.  s. 

5.  Men.         -----  c. 

6.  Cherubim.         -  im. 

The  following  letters  or  parts  of  words,  are  used  in 
forming  the  plural: 

s,  im,  es,  a}  ves,  i,  ies,  a?,  ee,  en,  reri,  ic,  ice. 


There  are  some  nouns  which  are  always  singular. 
There  are  others  which  are  always  plural — -and  a  few 
which  are  singular  and  plural  in  the  same  form. 

Singular.  Plural.  Both  Numbers. 

Alms  Bellows  Deer 

Bread  Compasses  Sheep,  &c. 

Meat  Ethics 

News  Lungs  * 

Tobacco  Measles  ■ 

Tresses  Mathematics  

Tree  Metaphysics  ■ 

Trice  Means  

Treble  Optics 

Nothing  Pains  

-        Politics  ■ 

— Pneumatics  

i  Riches  

, Seissors  

Tongs  - 

The  following  words,  which  have  been  adopted  from 
the  Hebrew,  Greek  and  Latin,  are  thus  distinguished 
with  respect  to  their  number: 

e  £ 


54 


AMERICAN  GRAMMAR. 


Plural. 

Singular. 

Plural, 

Cherubim 

Effluvium 

Effluvia 

Seraphim 

Erratum 

Errata 

Antitheses 

Genius 

Genii* 

Bases 

Genus 

Genera 

Crises 

Index 

J  Indices,   or   In- 
(    dexest 

Criteria 

Ellipses 

Lamina 

Laminae 

Emphases 

Medium 

Media 

Hypotheses 

Magus 

Magi 

Metamorphoses 

Memoran- 

Memoranda, or 

Appendices 

dum 

Memorandums 

Appendixes 

Radius 

Radii 

Axes 

Stamen 

Stamina 

Calces 

Stratum 

Strata 

Data 

Vortex 

Vortices 

3.    OF 

GENDER. 

Singular. 

Cherub 

Seraph 

Antithesis 

Basis 

Crisis 

Criterion 

Ellipsis 

Emphasis 

Hypothesis 

Metamorphosis 

Appendix  < 

Axis 
Calx 
Datum 


The  Gender  of  a  Noun  respects  its  capacity  to  dis- 
tinguish one  sex  from  the  other,  to  include  both  sexes 
at  the  same  time,  or  a  want  of  capacity  to  render  it 
certain  which  is  denoted. 

There  are  four  genders;  viz: 

1.  Masculine.  2.  Feminine.  3.  Common.  4.  Doubtful, 

1 .  The  Noun  which  distinguishes  the  male  from  the 
female,  is  of  the  Masculine  gender;  as,  John. 

2.  The  Noun  which  distinguishes  the  female  from 
the  male,  is  of  the  feminine  gender;  as,  Jane. 

3.  The  Noun  which  includes  both  sexes,  is  of  the 
common  gender;  as,  persons,  man.\ 

4.  The  Noun  which  leaves  it  uncertain  as  to  which 
sex  it  alludes,  is  of  the  doubtful  gender;  as,  -a  person. 

The  English  language  has  three  methods  of  distin- 
guishing the  sexes: 

1.  By  different  words;  as, 

Male.  Female.  Male.  Female. 

Bachelor  Maid  Husband  Wife 

Buck  Doe  King  Queen 


*  Genii,  when  denoting  serial  spirits ;  Geniuses,  when  signifying 
men  of  genius. 

t  Indexes,  when  it  signifies  pointers,  or  tables  of  contents ;  In- 
dices, when  referring  to  algebraic  quantities. 

%  All  nouns  which  denote  all  races  of  beings  that  are  made  up  of' 
both  sexes,  are  of  the  common  gender ',  as,  man  is  born  to  die* 
(Males  and  females.) 


AMERICAN  GRAMMAR.  55 

2.  By  a  different  termination;  as, 

Male.                       Female.                    Male.  Female. 

Wizard  Witch  Uncle  Aunt 

Abbot  Abbess  Landgrave  Landgravine 

Actor  Actress  Lion  Lioness 

Administrator  Administratrix  Marquis  Marchioness 

3.  By  prefixing  an  adjective;  as, 

A  man  servant.  A  maid  servant. 

SPECIMEN  OF  PARSING. 

["  John  found  his  book  where]  (he  left  it.") 

John — is  a  partial  sentensic  noun,  third  order,  singular  number, 
masculine  gender. 

found — is  an  adjective,  referring  to  John  and  book.    Rule. 

his — is  an  adjective,  representing  John's,  and  referring  to  hook. 
Rule. 

hook* — is  an  impartial  insentensic  noun,  third  order,  singular 
number. 

where — is  an  adjective,  referring  to  found.    Rule. 

he — is  a  sentensic  pro  noun,  representing  John}  third  order,  singu- 
lar number,  masculine  gender. 

left — is  an  adjective,  referring  to  he  and  it.    Rule. 

it — is  an  insentensic  pro  noun,  representing  book,  third  order,  sin- 
gular number. 

"  (In  the  beginning)  [was  the  word]  (and  the  word 
was)  (with  God$)  (and  the  word  ivas  God.)" 

N.B.  The  nouns,  word  and  God,  are  both  sentensic.  "  God"  and 
H  word"  signify  the  same  thing,  consequently  both  present  the 
foundation  of  the  sentence :  hence  both  are  sentensic. 

Nouns,  however,  may  fall  into  the  same  section,  and  appear  to 
denote  the  same  person  or  thing ;  and  yet  one  be  sentensic,  and  the 
other  insentensic  ;  as, 

"  John  hurt  himself" 

M  John"  is  sentensic  ;  but  "  himself"  is  insentensic. 

Here  are  two  different  characters;  yet  there  is  but  one  individual. 
There  are  two,  inasmuch  as  one  is  presented  in  two  characters. 
Under  the  word,  John,  this  person  is  presented  as  the  actor;  but 
under  the  word  himself,  he  is  presented  as  the  recipient  or  receiver 
of  the  action.  This  sentence,  therefore,  has  two  persons  in  it;  it 
has  the  actor  and  the  receiver. 

The  following  sentence,  however,  has  the  actor  only  : 

"John  himself  laughed. " 

*  Where  there  is  no  sex,  there  can  be  no  gender ;  hence  "  hook" 
baa  no  gender. 


56  AMERICAN  GRAMMAR. 

Here  the  person  is  presented  by  the  word,  John,  as  the  actor,  and 
as  he  is  presented  by  the  word  "himself"  in  the  same  character, 
there  is  but  one  person  or  character  in  the  sentence. 

The  same  thing  may  be  presented  twice,  or  more  times,  in  the 
same  section;  and  if  it  is  presented  by  each  noun  in  the  same 
character,  there  is  but  one  thing  in  the  sentence  ;  as, 

He  is  a  good  man. 

Here  "  he"  and  "  man"  present  the  individual  in  the  same  charac- 
ter; "  he"  and  "  man"  are  sentensic  nouns. 

He  hurt  himself. 

The  person  is  here  presented  in  two  distinct  characters— -"  he" 
presents  the  person  as  an  actor;  but  u  himself"  presents  him  as 
one  acted  upon,  or  as  the  receiver. 

EXERCISES. 

This     ,     is  a  fine  lad. 

He  will  be  a  good  boy. 

She  will  be  a  beautiful  girl. 

Nancy  will  make  a  good  tayloress. 

[Will  Jane  attend]  (as  a  seamstress  ?) 

Can  they  be  masters  (over  men?) 

Where  is  the  Deacon? 

Who  is  the  Deaconess? 

Is  that  man  a  Duke?     He  is  an  Emperor. 

Is  Jane  an  Empress? 

I  am  no  Enchanter. 

Thou  art  a  Duchess. 

I  am  not  an  Enchantress, 

Who  is  the  Executor? 

[The  person  (whom  you  see)  is  a  Jewess.] 

[There  is  no  Jew]  (in  this  company)  (of  men.) 

Did  you  ever  see  a  Tiger? 

Mother,  have  you  ever  seen  a  Princess? 

Which  lady  is  the  songstress? 

ADJECTIVE. 

An  Adjective  is  a  dependent  or  added  namej  as 
A  man  was  sick. 
Virtue  is  commendable. 
Vice  is  detestable. 
The  sun  shone  through  the  clouds. 
A  golden  ring  is  bright. 


AMERICAN  GRAMMAR. 


57 


Adjectives  are  sentensic  and  insentensic. 

1.  The  sentensic  adjective  is  one  which  has  the 
power,  when  used  in  its  general  sense,  to  render  an  as- 
semblage of  words  a  sentence;  as,  the  sun  shines  upon 
all  men,  The  sun  will  shine  upon  all  men,  The  sun  has 
shone  upon  all  men. 


That  adjective  which  is  used  in  its  general  sense,  and 
can  render  an  assemblage  of  words  a  sentence,  is  sen- 
tensic; as,  "  The  sun  shines  very  brightly,"  "  The  sun 
shone  very  brightly,"  The  sun  will  be  shining  very 
brightly  at  12  o'clock,  The  shining  sun  is  an  object  of 
delight. 

Note  I.  In  the  above  assemblages  of  words,  shines,  shone,  will, 
and  is  are  the  only  adjectives  which  exert  any  influence  in  forming 
the  sentensic  character.  This  may  be  seen  by  an  omission  of  these 
words — 

"  The  sun  very  brightly." 
"  The  sun  very  brightly." 

If,  however,  these  sentensic  adjectives  be  restored,  these  assem- 
blages of  words,  which  are  now  completely  deprived  of  their  sen- 
tensic  character,  become  sentences — 

1.  "The  sun  shines  very  brightly." 

2.  "  The  sun  shone  very  brightly." 

But,  the  omission  of  the  other  adjectives,  does  not  destroy  the 
sentensic  character — 

1 .  "  Sun  shines'9 

2.  "  Sun  shone'9 

Nothing  more  is  necessary,  then,  to  form  a  mere  sentence,  than 
the  sentensic  noun,  and  the  sentensic  adjective  ;  as,  "  sun  shines," 
"lam." 

I  is  a  sentensic  noun — and  sun  is  a  sentensic  noun.  Shines  and 
am,  are  sentensic  adjectives. 

Note  II.  Shining  before  sun,  is  not  used  in  its  general  sense— 
shining-,  after  be,  is  used  in  its  general  sense ;  and  as  it  can  render 
an  assemblage  of  words,  a  sentence,  it  is  a  sentensic  adjective )  as, 

The  sun  shone,  the  sun  shines. 

The  general  sense  of  shines  is  to  express  the  action  of  that  which 
does  shine  :  after  be,  shining  expresses  the  mere  action  of  the  sun- 
but  before  sun,  "  shining"  expresses  that  property  or  attribute  which 
the  sun  acquires  by  shining. 


58  AMERICAN  GRAMMAR. 

So,  written  may  be  sentensic — or  it  may  not.  In  the  first  of  the 
following  instances,  "  written"  is  sentensic — in  the  second,  it  is  not. 

1.  "  I  have  written  letters  to  him." 

2.  "  I  have  received  a  written  circular  upon  the  sub- 
ject." 

In  the  first,  "  written"  is  used  in  its  general  sense — for  it  there 
denotes  the  mere  action  of  making  letters  with  a  pen.  But  in  the 
second,  "  written"  is  used,  not  to  denote  the  quality  of  action,hut  to 
express  the  attribute  which  the  circular  has  received  from  the  ac- 
tion of  writing. 

Note  III.  Where  there  are  two  or  more  sentensic  adjectives  in 
succession}  as, 

"  he  shall  have  been  informed" 

the  sentensic  character  is  fully  formed  in  this  assemblage  of  words, 
by  theirs*.  Hence,  "  he  shall"  is  as  much  a  sentence,  as  is,  "  he 
sliall  have  been  informed" 

The  first  adjective  is  not  only  sentensic  from  the  possession  of  the 
sentensic  power,  but  from  the  actual  exercise  of  this  power  in  form- 
ing the  sentence  character.  Have,  been  and  informed  are  sentensic, 
not  from  being  actually  engaged  in  the  function  of  giving  any  as- 
semblage of  words  the  sentensic  character,  but  from  a  capacity  to 
act  in  this  function  whenever  the  exercise  of  their  sentensic  power 
is  desired ;  as,  "  he  has  a  book,  he  has  written  a  book,  be  thou  here 
in  season,  Charles,  he  informed  me  of  this  fact." 

2.  An  insentensic  adjective  is  one  which  has  no 
power  to  render  an  assemblage  of  words  a  sentences  as? 
the  sun  shines  upon  all  men. 

SPECIMEN  OF  PARSING. 

"  [John  found  his  book  where]  (he  left  it.)" 

John — is  a  partial  sentensic  noun,  third  order,  singular  number, 
masculine  gender. 

found — is  a  sentensic  adjective,  referring  to  John  and  book.    Rule. 

his — is  an  insentensic  adjective,  representing  John's,  and  refer- 
ring to  booh.    Rule. 

hook— is  an  impartial  insentensic  noun,  third  order,  singular 
number. 

where — is  an  insentensic  adjective,  referring  to  found.    Rule. 

he — is  a  sentensic  pro  noun,  representing  John,  third  order,  sin- 
gular number,  masculine  gender. 

left — is  a  sentensic  adjective,  referring  to  he  and  it.    Rule. 

it — is  an  insentensic  pro  noun,  representing  book}  third  order,  sin* 
gular  number. 


AMERICAN  GRAMMAR. 


59 


EXERCISES. 

These  exercises  should  be  parsed  exactly  according  to  the 
preceding  specimen. 

Charles  saw  John's  hat. 

John  tore  Charles's  coat. 

Peter  made  Samuel's  shoes. 

Samuel  cut  Peter's  hand. 

Lucy  knits  men's  mittens, 

Sally  makes  ladies'  clothes. 

Julia  studies  Murray's  works. 

Harriet  read  Homer's  Iliad. 

Men  built  Solomon's  temple. 

Charles  was  taught. 
Letters  are  written. 
James  taught  Charles. 
Charles  has  written  letters. 
Nancy  is  laughing. 
John  laughs. 
Does  David  walk? 


REMARKS. 


Nature  and  art  have  divided  the  things,  the  formation  of  which, 
they  respectively  control,  into  two  mechanical  families.  One  of 
these  families,  is  composed  exclusively  of  the  added  parts;  as,  the 
nails  of  the  fingers,  the  fingers  of  the  palm,  the  branches  of  the 
trunk,  the  buttons  and  the  other  appendages  of  a  garment. 

The  other  is  composed  of  the  unadded  parts ;  as,  the  trunk  to 
which  the  branches  are  added,  the  coat  to  which  the  buttons  are 
added,  &c. 

Now,  all  the  added  parts  of  any  whole,  have,  from  the  very  cir- 
cumstance of  a  mechanical  dependence  upon  the  part  to  which  they 
are  adjected,  a  kind  of  mechanical  affection  which  is  clearly  mani- 
fested in  their  inclination  toward  the  part  on  which  they  rest. 
Hence  this  universal  rule — 

Every  adjected  part  must  incline  to  the  part  to  which 
it  is  added. 

The  principle  of  this  rule  is  universal — hence  whenever  we  see 
the  dependent  part  only,  we,  from  the  very  circumstance  of  the  me- 
chanical affection  or  inclination  toward  its  superior,  are  naturally 
led  to  inquire  of  ourselves  for  the  part  which  supports  or  sustain* 
this  added" one.  Every  added  part  is  inferior  in  the  frame  work  of 
the  thing  formed,  to  the  part  to  which  it  is  added.  Hence  the  co- 
lour which  is  added  to  the  leaf  is,  in  a  mechanical  point  of  view,  in- 
ferior to  the  leaf  itself.    And  the  leaf  which  is  added  to  its  branches 


W  AMERICAN  GRAMMAR. 

is,  in  relation  to  the  branch,  inferior  to  the  branch.  And  the  branch 
which  is  added  to  the  trunk,  is  inferior  to  the  trunk.  The  universal 
rule,  then,  is  that  every  inferior  part  inclines  to  its  own  superior. 
In  conformity  to  this  principle,  the  ear  does  not  leave  the  head  for 
the  foot;  the  finger  nail  does  not  leave  the  finger  for  the  thumbs 
&c.  Now,  it  is  no  less  curious  than  useful,  that  this  same  mecha- 
nical philosophy  follows  us  through  the  mechanism  of  language  it- 
self. For  we  find  this  same  mechanical  affection  disposing  the  in- 
ferior words  to  move  toward  their  respective  superiors;  as  "  very 

green  leaf." 

By  what  power  is  the  word,  very,  moved  to  the  word,  green,  and 
there  confined?  And  by  what  power  is^ green  inserted  into  the  noun, 
leaf,  and  there  retained  ?  It  is  by  the  power  of  this  mechanical  affec- 
tion which  disposes  each  inferior  part  to  cleave  to  its  own  superior. 

2  1 

"  Very  green  leaf." 

Very  and  green  seem  to  have  almost  the  power  of  motion ;  they 
seem  to  crawl  to  their  respective  superiors. 

Whence  this  power  of  approximation  in  these  words?  Surely 
from  that  principle  of  mechanical  affection,  which  disposes  each  in- 
ferior  part  of  the  whole  to  cleave  to  its  own  superior! 

Some  of  the  adjective  family,  are  quite  partial  in  their  mechanical 
affection,  while  others  are  quite  impartial.  Hence,  while  we  find 
some  adjectives  refusing  all  society  or  connexion  with  certain  mem- 
bers of  the  noun  family,  we  find  others  which  are  social  with  all  the 
members  of  this  numerous  and  fundamental  family. 

The  class  of  sentensic  adjectives  is  divided  into  two 
species;  namely,  partial  and  impartial, 

1.  A  partial  sentensic  adjective,  is  one  which  refers 
only  to  the  sentensic  noun;  as,  I  am  writing  copies,  He 
laughs,  They  walk,  It  is  he. 

2.  An  impartial  sentensic  adjective  is  one  which  re- 
fers to  the  insentensic,  as  well  as  the  sentensic  noun* 
as,  I  am  writing  letters,  They  saw  me. 

They  have  b'een  punished. 

Note  I.  Where  the  sentensic  noun  denotes  the  recipient  of  the 
action  or  quality  denoted  by  the  last  sentensic  adjective,  the  last 
sentensic  is  always  partial;  as,  1  am  punished  by  Charles. 

But  where  the  insentensic  noun  denotes  the  recipient  of  the  ac- 
tion, the  same  adjective  is  impartial ;  as,  I  have  punished  him,  I 
punished  him. 

NoTH  II.  Some  sentensic  adjectives  are  always  partial;  aa,  he3 
am,  is,  was,  been,  art,  are,  were,  wast,  wert,  went,  come. 


AMERICAN  GRAxMMAR.  61 

Others  are  partial  or  impartial,  according  to  the  particular  sense 
in  which  they  are  used ;  as,  speak,  laugh,  walk,  run,  return. 

For  instance — In  the  first  of  the  following  sentences,  return,  is 
partial—in  the  second,  it  is  impartial — 

I  returned  home. 

I  returned  your  book. 
The  insentensic  noun  is  very  often  understood;  as,  They  drank 
Now,  as  they  must  have  drunk  something,  some  insentensic  noun 
must  be  supplied  by  the  mind;  as,  They  drank  water,  cider,  wine 

SPECIMEN  OF  PARSING. 

He  saw  me. 

He— is  a  sentensic  pro  noun,  representing  John,  third  order,  sin- 
gular number,  masculine  gender. 
saic—is  an  impartial  sentensic  adjective,  referring  to  he  and  me 
Rule. 
.  me— is  an  insentensic  pro  noun,  representing  my  name,  first  or 
der.  singular  number      ,      gender. 

It  is  she. 

/*— is  a  sentensic  pro  noun,  representing  Jane,  third  order,  sin- 
gular number,  feminine  gender. 
is — is  a  partial  sentensic  adjective,  referring  to  it  and  she.    Rule 
she— -is  a  sentensic  pro  noun,  representing  Jane,  third  order,  sin- 
gular  number,  feminine  gender. 

t  Here,  is  refers  to  two  nouns — but,  as  both  are  senten- 
sic, the  adjective  is  partial — to  be  impartial,  it  must 
refer  to  both  kinds  of  nouns — sentensic  and  insentensic 
Where  there  are  two  or  more  sentensic  adjectives, 
none  but  the  last  can  be  partial;  as,  They  have  beer 
writing  them. 


To  be  parsed  according  to  the  preceding  specimen. 

1 .  Sentensic  pro  nouns  2.  Insentensic  pro  nouns 

I  Me 

Thou  Thee 

He  Him 

She  Her 

They  Them 

We  Us 

Ye  

Who  Whom 


m 


AMERICAN  GRAMMAR. 


We 

rep. 

Thev 

rep. 

Who 

rep 

Thev 

rep 

I 

rep 

They 

rep 

Ye 

rep 

Charles 

John 

Peter 

Samuel 

Lucy 

Sally 

Julia 

Harriet 

Men 


1XERCISES. 

dared 

faini 

rep. 

had  heard 

us 

rep. 

feel 

them 

rep. 

bade 

thee 

rep, 

saw 

them 

rep 

thought 

him 

rep 

call 

us 

rep 

Charles  was  taught. 
Letters  are  written. 
James  taught  Charles. 
Charles  has  written  letters, 
Nancy  is  laughing. 
John  laughs. 
Does  David  walk? 


saw 

tore 

made 

cut 

knits 

makes 

studies 

read 

built 


John's 

Charles's 

Samuel's 

Peter's 

men's 

ladies' 

Murray's 

Homer's 

Solomon's 


hat* 

coat. 

shoes. 

hand. 

mittens, 

clothes 

works 

Iliac 

temple. 


TENSE. 

Tense  belongs  to  sentensic  adjectives  only. 

Tense  is  a  modification,  form  or  capacity,  which 
conveys  some  allusion  to  time. 

There  are  five  tenses;  namely,  Present,  Imperfect,  Per- 
fect, Prior  Perfect,  and  Future. 

PRESENT  TENSE, 

I .  The  Present  tense  is  such  a  form  of  the  word,  as  con- 
veys  an  allusion  to  the  present  moment,  or  to  a  period 
now  passing  under  the  mind  as  one  continuous  whole; 
as,  is,  ivrites,  write,  writeth  writest,  am,  are — 

1.  He  is,  He  writes,  I  am,  I  ride  out  daily. 


AMERICAN'  GRAMMAR.  83 

The  present  time  may  include  more  or  less,  according  to  the  na- 
ture of  the  subject;  it  may  extend  from  a  mere  moment  to  years 

IMPERFECT  TENSE. 

2.  The  Imperfect  tense  is  that  form  which  shows  that 
some  of  the  time  alluded  to,  still  remains;  as,  have,  has. 
hath,  hast — 

1.  I  have  written  a  letter  to-day. 

2.  Thou  hast  seen  thy  friend  this  week. 

PERFECT  TENSE. 

It  may  be  proper  to  observe  here,  that  the  perfect  tense  is  gene- 
rally formed  from  the  present,  by  the  use  of  the  following  letters— - 

A,  D,  E,  I,  O,  T. 

Other  letters  may  be,  and  they  sometimes  are,  used  in  forming 
the  perfect  tense— but  the  perfect  tense  can  rarely,  if  ever,  be  formed 
without  the  use  of  one  of  the  above  tense  letters. 

3.  The  Perfect  tense  is  that  form  which  alludes  to  time, 
that  is  perfectly  passed;  as,  had,  wrote,  were,  drank,  flew, 
interested— 

1.  I  was  there  last  year,  I  wrote  a  letter  last  week,  I 
had  a  book  last  evening,  which  interested  me  much. 

\Ve  eatmot  properly  say- — I  was  there  this  year,  I  wrote  a  letter 
■this  week,  I  had  a  book  this  evening,  which  interested  me  much. 

PRIOR  PERFECT. 

4.  The  Prior  perfect  tense,  is  that  form  which  alludes  to 
a  period  of  time  that  had  passed  off  before  some  other 
period  alluded  to  by  the  perfect  tense:  as,  had — • 

FUTURE  TENSE. 

5.  The  Future  tense  is  that  capacity,  not  form,  which  a 
sentensic  has  to  allude  to  future  time;  as,  will,  shall* 
should. 

1.  I  shall  return,  he  will  read,  they  will  have  come  at 
ten  o'clock. 

Will  and  shall  are  the  only  sentensics  which  distinctly  mark  fu- 
ture time. 

REGULAR  AND  IRREGULAR. 

Sentensic  adjectives  are  called  regular  or  irregular, 
according  to  their  conformity  or  non-conformity  to  the 
common  method  of  forming  the  perfect  tense. 


64  AMERICAN  GRAMMAR. 

1.  When  the  perfect  tense  is  formed  by  affixing  d  or 
ed  merely,  to  the  present  tense,  the  adjective  is  called 
regular;  as,  love,  loved,  talk,  talked. 

3.  When  the  perfect  tense  is  formed  by  any  other 
letters,  the  adjective  is  called  irregular;  as,  write, 
wrote — pay,  paid. 

In  the  word,  pay,  the  perfect  tense  is  formed  by  changing  y  into  i, 
and  affixing  d — paid. 

This  is  an  irregular  way  of  forming  the  perfect  tense— hence 
pay  is  irregular. 

If  in  forming  the  perfect  tense,  any  letter  is  necessarily  changed 
or  droppedrin  order  to  affix  the  d  or  cd,  the  adjective  is  still  irre- 
gular; as,  breed,  bred,  hold,  held,  lead,  led. 

The  regular  way  of  forming  the  perfect  tense  of  the  above  in- 
stances, would  present  the  words  in  the  following  forms:  breed. 
Weeded,  holded,  leaded,  payed. 

CONJUNCTIVE  FORM  OF  SENTENSICS. 

The  conjunctive  form  is  that  derivative  modification 
which  requires  the  word  to  be  used  in  connexion  with 
another  sentensic;  as,  I  have  written.  The  bird  has 
flown,  He  is  walking,  Pie  has  been. 

Be  has  but  three  forms,  namely  be,  being,  and  been.  Being  and 
been  are  conjunctive.  It  has  been  said,  however,  that  am,  art,  is, 
was,  wast  and  were  are  so  many  forms  of  be. 

Am,  art,  &c.  are  not  forms  of  be — -for  they  are  new  and  distinct 

words !     These  words  are  substitutes am  is  a  substitute  for  be — 

for  in  the  order  of  conjugation,  we  leave  be  upon  the  introduction 
of  J;  as,  /  am — (not  I  be.) 

In  leaving  /  for  thou,  we  do  not  say  thou  am — but  thou  art. 
Hence  in  the  second  step  in  conjugation,  we  substitute  art  for  am 
— art,  then,  is  a  substitute  for  aw;  as,  I  am,  thou  art. 

In  the  third  step  in  conjugation,  we  substitute  is  for  art;  as, 
Thou  art,  He  is. 

In  leaving  the  singular  sentensic  noun  for  the  plural,  are  is  used 
instead  of  am,  art  and  is;  as, 

Sing.  Plu. 

I  am.  We  are, 

Thou  art.  Ye  are. 

He  is.  They  are. 

Are,  then,  is  a  substitute  for  am,  art  and  is. 

Having  shown  the  vicarious  relation  of  these  substitutes,  one  to 
another,  in  the  present  tense,  it  may  be  useful  to  say  a  word  or  two 
upon  the  relation  of  the  set  of  substitutes  which  are  used  in  the 
perfect  tense.     This  set  consists  of  was,  toast  and  were. 

To  denote  past  tense,  we  do  not  say,  I  amed — but  we  substitute 
was  for  am;  as,  I  am  now,  I  %cas  then. 


AMERICAN  GRAMMAR.  65 

Nor  uo  we,  to  denote  past  time,  say,  Thou  arted — but  substitute 
wast ;  as,  Thou  art  now,  Thou  wast  then. 

And  to  form  the  perfect  tense  of  is,  we  do  not  say  ised;  but  we 
substitute  was  for  is;  as,  He  is  now,  He  was  then. 

In  the  perfect  tense,  then,  was  is  a  substitute  for  am,  art  and  is. 

Now,  as  in  passing  from  the  present  to  the  perfect  tense,  was  is 
a  substitute  for  «m,  art  and  is,  so  in  leaving  the  singular  sentensic 
noun  for  the  plural,  were  is  a  substitute  for  was;  as, 

Sing.  Plu. 

I  was.  We  were. 

Thou  wast.*  Ye  tvere. 

He  ?0<zs.  They  were. 

RULES, 

Rule  i,  lor  any  other  singular  sentensic  noun  of 
the  first  order,  substitutes  am  for  be,  in  the  present 
tense,  and  was  for  am,  in  the  perfect;  as,  I  am,  I  was. 

Rule  il.  Thou,  or  any  other  singular  sentensic  noun, 
of  the  second  order,  substitutes  art  for  am  in  the  pre- 
sent, and  wast  for  art  in  the  perfect ;  as,  Thou  art, 
Thou  wast. 

Rule  hi.  ife  or  any  other  sentensic  noun  of  the 
third  order  singular,  substitutes  is  for  art,  in  the  pre- 
sent; and  was  for  is,  in  the  perfect;  as,  He  is,  He  was, 

Rule  iv.  Plural  sentensic  nouns  substitute  are  for 
am,  art  or  is,  in  the  present,  and  were  for  was  in  the 
perfect;  as,  We  are,  We  were. 

CONJUGATION, 

Conjugation  is  a  systematic  exhibition  of  the  senten- 
sic inflections,  and  tense  modifications,  or  tense  capa- 
city of  a  sentensic  adjective. 

The  following  specimen  of  conjugation  makes  a  practical  appli- 
cation of  the  above  Rules. 

CONJUGATION  OF  Be. 

To  be. 

CONJUNCTIVE  FORM 

Being,  have  been. 


*  Wast  is  not  a  substitute  for  was — for  the  t  inflection  is  a  mere 
variation  of  was,  which  is  produced  by  the  order  of  thou. 

f2 


66  AMERICAN  GRAMMAR, 


I 


PRESENT  TENSE, 

Sing.  Phi. 

1st  or.  I  am  1st  or.  We  are 

2d  or.  Thou  art  2d  or.  You  are 

3d  or.  He  is  3d  or.  They  are 


She  and  it,  are  of  the  third  order  singular —  Ye  is  of  the  second 
order  plural,  as  well  as  you. 


PERFECT  TENSE. 


! 


Sing.  Plu. 

1.  I  was  1.  We  were 

2.  Thou  wast  2.  Ye  were 

3.  He  was  3.  They  were 


CONJUNCTIVE  FORM. 

Here  the  tense  is  imperfect — but  it  belongs  to  have,  not  to  been, 
Sing,  Plu. 


i 


1.  I          have  been 

1.  We 

have  been 

2.  Thou  hast  been 

2.  Ye 

have  been 

3.  He      has    been 

3.  They 

have  been 

PRIOR  PERFECT  TENSE. 


The  tense  here,  too,  belongs  to  had,  not  to  been. 

Sing.  Plu. 

{1.  I           had  been  1.  We       had  been 

2*  Thou  had st  been  2,  You      had  been 

3.  She      had  been  3.  They    had  been 

The  Conjunctive  Fowl  has  ceased. 
The  tense  belongs  to  icill  and  shall, 

Sing.  Plu. 

1.  I           will  be  1.  We         will  be 

2.  Thou  wilt  be  2.  Ye           will  be 

3.  It          will  be  3.  They      will  be 

Sing.  Plu. 

1.  I           shall  be  1.  We         shall  be 

2.  Thou  shalt  be  2.  Ye           shall  be 

3.  She      shall  be  3.  They      shall  be 


AMERICAN  GRAMMAR.  67 

When  it  is  desirable  to  fix  the  event  within  a  period  of  future 
time,  which  will  have  passed  off  before  some  other  specified  future 
have  must  follow  will  or  shall;  as,  They  will  have  returned  to  Bos- 
ton before  next  March,  I  shall  have  learned  my  lesson  before  twelve 
o  clock. 

CONJUNCTIVE  FORM. 

®*}i-  Plu. 

1.  I  shall  have  been  l.  We     shall  have  been 

2.  Thou  wilt    have  been  2.  You    will  have  been 

3.  She      will   have  been  3.  They  will  have  been 

PRESENT  TENSE. 

(See  the  Notes  under  Rules  3,  4,  6.) 

Sing-  Plu. 

1.  If  I         am  1.  if  we     ^re 

2.  If  thou  art  2.  If  ye      are 

3-  If  he      is  3.  If  they  are 

It  may  be  here  asked,  how  is  it  known  that  the  time  is  present  > 
We  answer,  by  the  form  of  the  sentensic  adjective.  If  it  was 
future,  it  would  be  be;  as,  if  I  be.  That  is,  if  I  shall  be.  But  be- 
cause  it  is  am,  art,  is  and  are,  no  word,  denoting  futurity,  can  be 
employed,  &  *; 

conjugation  of  See. 
To  see.     To  have  seen, 
1.  Was  I  well,  we  would  attend. 
-2.  Wast  thou  a  good  writer,  I  would  employ  thee. 
3.  I  wish  he  ivas  here. 

s™g-  Plu. 

1.  If  I  was  there  1.  If  we  were  there 

2.  If  thou  wast  '  2.  If  ye  were 

3.  If  she  was  s.  If  they  were 

Elliptical  Future  Tense. 
Where  there  are  doubt  and  futurity,  the  sentensic  shall  or  should 
may  be  omitted—yet  it  is  better  to  express  it. 

Sing.  Plu, 

1  •  *£  I  ,     be  whether  we     ,     be 

2.  If  thou      ,     be  unless     ye      ,     be 

3.  If  he         ,    be  hst         they ,     be 

Here  shall,  or  should  is  understood;  as,  If  I  should  be  there,  I  will 
perform  the  operation, 


68  AMERICAN  GRAMMAR. 

This  elliptical  state  of  the  sentence,  however,  produces  no  beau- 
ty, nor  any  other  good — it  is,  therefore,  better  to  give  the  full  ex- 
pression; as,  If  thou  shouldst  be  at  my  house  next  week,  thou  wilt 
find  me  at  home. 


Sing.  Plu. 

i  _°  1  _ 

2  Be  thou,  or  do  thou  be  2  Be  ye  or  you,  or  do  yo  or  you  be. 

3  — •  o  — 

A  few  sentensic  sections  are  partial  or  impartial  from 
their  very  construction. 

The  partial  construction  inclines  the  sentensic  adjec- 
tive to  refer  exclusively  to  the  sentensic  noun;  as,  am 
punished. 

The  impartial  construction  permits  the  sentensic  ad- 
jective to  refer  to  the  insentensic  as  well  as  the  senten- 
sic noun;  as,  am  punishing. 

The  partial  construction  is  produced  by  withholding 
ing  from  any  naturally  impartial  sentensic  which  has 
he  before  it;  as,  I  am  punished. 

The  impartial  construction  is  produced  by  affixing 
ing  to  any  impartial  sentensic  which  has  be  before  it; 
as,  I  am  punishing*  him. 


PRESENT  TENSE. 

Sing. 

ri.i 

1  2.  Thou 
[3.  He 

see 

seest 

sees 

Plu. 

1.  We 

2.  You 

3.  They 

see 
see 
see 

PERFECT  TENSE. 

Sing. 
1.  I          saw 

%  Thou  sawest 
3.  He       saw 

Plu. 

1.  We 

2.  Ye 

3.  They 

saw 
saw 
saw 

IMPERFECT 

TENSE. 

1. 

3 

Sing. 

I          have 
Thou  hast 
He      has 

seen 
seen 
seen 

Plu. 

1 .  We     have  seen 

2.  You    have  seen 

3.  They  have  seen 

AMERICAN  GRAMMAR.  69 

IMPERFECT  TENSE, 

Partial  Construction. 
Sing.  Plu. 

1.  I  have  been  seen  1.  We     have  been  seen 

2.  Thou  hast  been  seen  2.  You     have  been  seen 

3.  He       has     been  sem  3.  They  have  been  seen 

Impartial  Construction. 

Sing.  Plu. 

1.  I         have  been  seeing      1.  We    have  been  seeing 

2.  Thou  hast  been  seeing       2.  You  have  been  seeing 

3.  He     has  been  seeing       3.  They  have  been  seeing 
Conjunctive  form — seeing,  seen,  having  seen. 

2.  The  second  kind  of  terminations  that  belong  to 
the  sentensic  adjectives,  are  those  by  which  their  tenses 
are  formed;  as,  write,  wrote,  written;  is,  was,  been;  love, 
loved;  have,  had. 

These  are  called  tense  variations — and  are  produced 
by  the  use  of  these  letters:  a,  d,  e,  n,  o,  t,  u. 

A  specimen  of  the  Tense  variations  of  the  Sentensic  Ad- 
jective. 

The  teacher  should  impress  upon  the  mind  of  his 
pupil  the  importance  of  commencing  the  variation  of 
the  sentensic  adjective,  at  the  present  tense — should  he 
find  the  word  printed  in  any  other  tense,  he  should 
begin  his  variations  at  the  present;  as,  in  wrote — he 
wrote  to  me — write,  ivrote,  written. 

1.  Sing — sing,  sang,  sung.  17.  Send — send,  sent. 

2.  Is — is,  was,  been.  18.  Be — be,  was,  been. 

3.  Art — art,  wast,  been.  19.  Am — am,  was,  been. 

4.  Ring — ring,  rang,  rung.  20.  Art — art,  wast,  been. 

5.  Know — know,  kneio,  known.  21.  Strow — strew,  strewed. 

G.  Go — go,  went,  gone.  22.  Show — show,  shew,  shown. 

7.  Drawn — draw,  drew,  drawn.  23.  Love — love,  loved. 

8.  Fly— fly,  flew,  flown.  24.  Has — has,  had. 

9.  Drink — drink,  drank,  drunk.  25.  Hast — hast,  hadst. 

10.  Begin — begin,  began,  begun.  2G.  Have — have,  had. 

11.  Leave — leave,  left.  27.  Work — icork,  worked, 

12.  May — may,  might.  28.  Will — will,  would. 

13.  Deal — deal,  dealt.  29.  Shall — shall,  should. 

14.  Dwell — dwell,  dwelt.  '  30.  Can — can,  could. 

15.  Spill — spill,  spilt.     '  31.  Get — get,  got. 

16.  Feel— -feel,  felt.  32   Be— be,  was,  been, 


70 


AMERICAN  GRAMMAR. 


33.  Am — am,  was,  been. 

34.  Art — are,  was,  been. 

35.  Is — is,  was,  been. 

36.  Are — are,  were,  been. 

37.  Been — be,  was,  been. 


38.  Was — is,  was,  been. 

39.  Were — are,  toere,  been 

40.  Do — do,  did,  done. 

41.  Done — do,  did,  done. 

42.  Dare — dare,  dared. 


EXERCISES. 


The  words  which  are  placed  before  the  tense  letters,  are  varied 
by  the  use  of  these  letters.  And  the  letter  put  first,  is  used  in  the 
first  variation.  The  number  of  periods  shows  the  number  of  varia- 
tions which  the  same  word  may  have. 

METHOD. 

Give — give,  gave,  given, — a  Sentensic  Adjective. 

PREPARED  EXERCISES. 

Page  69  is  a  Key  to  these  Exercises, 


1.  Sing 

2.  Is 

A 

U 

.  N 

17. 
18. 

Send 
Be 

A 

N 

3.  Art 

. 

. 

19. 

Am 

4.  Ring 

. 

U 

20. 

Art 

5.  Know 

E 

N 

21. 

Strew 

D— 

6.  Go 

. 

• 

22. 

Show 

E 

N 

7.  Draw 

8.  Fly 

• 

• 

23. 

24. 

Love 
Has 

D 

• 

• 

9.  Drink 

10.  Begin 

1 1 .  Leave 

12.  May 

13.  Deal 

14.  Dwell 

15.  Spill 

A 

U 

o  z 

Hast 
Have 
Work      . 
Will 

Shall 

Can 

Get 

zo. 

26. 
27. 
28. 
29. 
30. 
31. 

T 

■ 

O 

N 

.          . 

16.  Feel 

32. 

Be 

A 

*  Begin  the  variation  of  the  word  at  the  present  tense  in  ell  cases ; 
as,  is,  was,  been,  (not  been,  was,  is.) 


AMERICAN  GRAMMAR, 


71 


33.  Am 

. 

.     58.  Was 

. 

34.  Art 

. 

.     39.  Were.     . 

E 

35.  Is 

. 

.     40.  Do 

I 

36.  Are 

E 

.     41.  Done 

37.  Been* 

A 

. 

TENSE  DEFECTIVE  SENTENSICS. 

The  following  sentensics  have  no  tense  variations — 
hence  defective. 


Away 

Forecast 

Shred 

Beset 

Hit 

Shut 

Bet 

Hurt 

Slit 

Beware 

Knit 

Split 

Let 

Spread 

Bespread 

Lo 

Sweat 

Burst 

Off 

Thrust 

Cast 

Ought 

Up 

Chat 

Put 

Wet 

Cost 

Rid 

Wist 

Cut 

Set 

Wit 

Dispread 

Shed 

Wot 

It  may  not  be  amiss  to  give  some  instances  in  which 
away^  off,  and  up  are  sentensics. 

JLivay  is  a  sentensics  as,  "away  with  him,"  "away, 


go  off.' 


is  a  sentensics  as,  "  up,  let  us  be  walking." 


"  Off"  is  a  sentensics  as,  "off  with  his  head!" 
Lo  is  a  sentensics  as,  lo  here.  That  is,  see  here.  Luke, 
xvii.  21. 


SPECIMEN  OF  PARSING. 


"  They  are  a  virtuous  people.' 


They, 


is  a  sentensic  pronoun,  representing  Ameri- 
cans, third  order,  plural  number,  com- 
mon gender. 

Are,  are,  were,  been,  is  a  partial  sentensic  adjective  of  the  irregu- 
lar kind,  present  tense,  referring  to  they 
and  people. 

A,  is  an  impartial  adjective,  referring  to  people. 

Virtuous,  is  an  impartial  adjective,  referring  to  people. 

People,  is  an  impartial  sentensic  noun,  of  the  third 

order,  plural  number,  common  gender. 


72  AMERICAN  GRAMMAR. 


Note  i. — It  will  not  be  necessary  to  vary  more  than  the  first 
sentensic. 

Note  ii. — Pupils  are  much  inclined  to  begin  the  variation  at  the 
simple  tense  form— as  for  instance,  should  they  find  "  laughs'*  and 
"  runs"  they  would  be  very  apt  to  say—laugh,  laughed,  run,  ran. 

Whereas  they  should  say — laughs,  laughed,  runs,  ran. 

Pupils  who  are  permitted  to  begin  the  variation  at  the  simple 
tense  form,  are  very  liable  to  conclude  that  the  other  present  tense 
forms,  ("  s,  th,")  are  indeed  past  tense  forms.  Thus  they  frequently 
deceive  themselves,  and  perplex  their  teacher.  All  this,  however, 
may  be  prevented  by  the  teacher's  attention  in  due  time. 

The  form  at  which  the  variation  is  commenced,  is  the  present 
tense ;  as,  write,  writes,  writeth,  writest. 

The  second  step  in  the  variation  gives  the  perfect  tense;  as,  writes, 
2       12.1        2 
wrote;  is,  was;  love,  loved. 

The  Punic  war  had  .  .  closed. 

The  Roman  legions  were         .         .         .       conquered. 

Oxygenated  muriatic  gas  is  .      composed. 

Reddish  sky  is  .  .  .  .  produced. 

Blackish  raspberries  may  .         .         be  found. 

Camphoric  acids  are         .         .         .         composed. 

Metallic  oxides  may  .  .  be  obtained. 

He  produced  .  .  a  beautiful  polish. 

Flints jare         .         .         .         concentric  strata. 

The  aurora-borealis  is  a  dazzling 

r      phenomenon. 

It  illumines  .  .  the  frozen  regions. 

Sulphuretted  hydrogen  gas  has  .         .         sulphur. 

Nitrous  acid  contains  .  .  , 

A  periodical  flux  has         .         .         been  observed. 

European  countries  are         .         .         .        described. 

The  zodiacal  light  deserves         .         .         our  philoso- 
phic attention. 

The  terrestrial  atmosphere  may         .         .         explain 
the  zodiacal  light. 
When  ed,  and  ing  come  before  the  noun,  the  words  are  generally 

insentensics ;  as, 

A  beloved  son,  a  loving  child. 

But  when  they  come  after  the  noun,  the  words  are  generally 
sentensics;  as, 

A  son  who  was  beloved. 

Though  in  the  expression,  the  man  is  learned,  learmd  is  an  in- 
sentensic  adjective. 


AMERICAN  GRAMMA  Re 


r3 


The  clouds  are 
The  flying  clouds  are 
The  learned  men  are 
A  written  letter  was 
A  written  letter  was 
He  is 

The  Arian  sect  was 
The  argument  is 


flying. 

flying, 
studio  * 
read, 
written, 
making  a  writing  table, 
founded, 
logical. 
The  Doric,  the  Ionic,  and  the  Corinthian  architecture 

consisted 
The  Delphic  Oracle  was  .         .         .  beautiful. 

There  are  two  kinds  of  insentensic  adjectives;  namely, 
partial  and  impartial. 

A  partial  insentensic  adjective  is  one  which  refers 
only  to  assemblages  of  words  or  to  insentensic  nouns: 
as  I  went  to  church;  but  he  remained  at  home;  John  is 
older  than  his  brother. 

A  list  of  those  partial  insentensic  adjectives  which  subjoin 
an  assemblage  of  words. 


And 

even 

moreover 

so  that 

Although 

else 

not  only 

that 

as 

for 

nevertheless 

than 

as  also 

hence 

notwithstanding  then 

as  well  as 

however 

now 

therefore 

because 

howsoever 

neither 

though 

but 

howbeit 

or,  nor 

thence 

beside 

if 

otherwise 

unless 

besides 

inasmuch 

provided 

wherefore 

being 

instead 

save 

whether 

either 

lest 

so 

wherea? 

except 

likewise 

since 

yet 

excepting 

A  few  of  these  adjectives  may  become  impartial;  as,  He  went 
hence.  And  a  few  may  become  sentensic ;  as,  He  saves  the  money 
which  others  would  spend. 

A  list  of  those  phrtial  insentensic  adjectives  which  refer  to 
the  insentensic  nouns  only. 


above 

amid 

before 

concerning 

about 

amidst 

below 

down 

across 

around 

beneath 

during 

after 

as,  at 

between 

except 

against 

athwart 

betwixt 

excepting 

among 

atwixt 

by,  but 

for 

amongst 

atween 

behind 

G 

from 

74  AMERICAN  GRAMMAR. 


in 

regarding 

toward 

underneath 

into 

respecting 

towards 

unto 

of 

save 

through 

upon,  on 

off 

to 

throughout 

with,  within 

past 

touching 

under 

without 

Many  of  these  adjectives  may  become  impartial:  as,  he  wae 
spoken  to. 

An  impartial  insentensic  adjective  is  one  that  has 
no  grammatical  preference,  but  refers  to  the  insen- 
tensic as  well  as  to  the  sentensic  noun,  and  even  to  all 
adjectives  where  the  sense  requires;  as,  a  man  saw  a 
man  very  distinctly.  The  very  man  whom  that  man  saw 
is  now  here. 

And,  or,  nor  and  neither  to  avoid  supplying  words,  are  sometimes 
said  to  subjoin  a  single  word ;  as, 

[The  power  of  speech  was  bestowed]  (on  man)  (for 
the  greatest  and  most  excellent  uses.) 

But  these  insentensics  really  subjoin  an  assemblage  of  words,  in 
all  instances,  which  will  be  made  clear  by  rendering  the  sections 
complete;  as, 

[The  power  (of  speech)  was  bestowed]  (on  man)  (for 
the  greatest  uses)  (and  it  was  bestowed)  (on  him)  (for 
the  most  excellent  uses.) 

Again — I  saw  John  and  James. 

Here  and  is  permitted  to  subjoin  James  to  John.  But  this  is  done 
to  avoid  the  trouble  of  rendering  the  second  section  complete.  If  it 
was  rendered  complete,  and  would  stand,  not  before  a  word,  but  be- 
fore a  section  which,  properly  speaking,  it  subjoins  ;  as,  I  saw  John, 
and  I  saw  James. 

When  these  insentensics  are  permitted  to  subjoin  a  single  word 
to  avoid  supplying  the  elliptical  words,  the  word  subjoined  must  be 
of  the  same  rank  with  that  to  which  it  is  subjoined;  as,  for  the 
greatest  and  most  excellent  uses. 

Both  words  must  be  of  the  same  part  of  speech — and  both  must  be 
sentensic  or  both  insentensic  words. 

PROPERTIES  OF  INSENTENSIC  ADJECTIVES. 
TO  IMPARTIAL  INSENTENSICS  belong  DEGREES   of  COm~ 

parison. 

The  degree  of  an  Adjective  is  a  variation  to  denote 
an  increase  or  diminution  of  quality.     The  degrees  are 

tWO,  viz:   COMPARATIVE  and  SUPERLATIVE. 

The  comparative  is  a  termination  which  indicates  a 
comparison  between  two  individuals,  two  companies,  or 
collections;  as,  That  is  a  larger  class  than  this.  That  is 
a  larger  pupil  than  this. 


AMERICAN    GRAMMAR.  75 

The  superlative  is  a  termination  which  conveys  an 
allusion  to  as  many  as  three  individuals  or  three  col- 
lections, in  one  of  which,  it  fixes  superiority  or  inferi- 
ority; as,  That  is  the  largest  class  of  the  six,  This  is 
the  least  of  the  three. 

The  comparative,  when  the  Adjective  consists  of  one 
syllable,  is  formed  by  r  or  er;  as,  brighter. 

The  superlative,  when  the  Adjective  consists  of  one 
syllable,  is  formed  by  est,  as,  brightest. 

REMARKS. 

When  the  superior  Adjective  consists  of  more  than  one  syllable 
the  degrees  are  generally  given  to  the  inferior  adjective ;  as,  more 
or  most,  less  or  least  righteous. 

Dissyllables  ending  in  y,  change  y  into  i  before  er  and  est;  as,  in 
happy,  happier ,  happiest.  ;  ':     _ 

But  if  a  vowel  precedes,  tj  is  not  ehanged  into  i,  before  er  and  est; 
as,  gay,  gayer,  gayest.  ' 

When  the  Adjective  ends  with  a  single  consonant,  preceded  py  a 
single  vowel,  the  consonant  is  doubled  before  er  and  est ;  as,  big, 
bigger,  biggest. 

The  degrees  of  some  Adjectives,  are  made  by  affix- 
ing most  to  the  radical  state;  as,  upper,  uppermost. 

There  are  many  properties  which,  from  their  nature,  are  incapa- 
ble of  increase  or  diminution;  as,  perfection,  universality,  strait- 
ness,  &c.  The  Adjectives  denoting  these,  have  no  degree  of  com- 
parison; as,  perfect,  extreme.  To  this  elass  maybe  referred,  this, 
that,  all,  fyc. 

That  adjective,  which  forms  its  degrees  of  compari- 
son, by  r,  er,  or  est,  is  regular.     All  others  are  irregular, 

Adjectives  compared  irregularly. 

Primitive  state.  Comparative.  Superlative, 

Good,  Better,  Best, 

Bad,  evil,  or  ill,  Worse,  Worst, 

Little,  Less,  Least, 

Much,  or  many,  More,  Most, 

Late,  Later,  Latest,  or  last, 

Near,  Nearer,  Nearest,  or  next, 

Far,  Farther,  Farthest, 

Fore,  Former,  Foremost,  or  first. 

TECHNICAL  TERMS. 

..  "  Sentensic,"  when  used  alone*  means  the  class  of' 
aentensic  adjectives . 


76  AMERICAN  GRAMMAR. 

Where  there  is  an  assemblage  of  two  or  more  sentensics,  they 
are  distinguished  from  one  another  by  the  order  in  which  they 
£tand  ;  as,  He  tvill  have  been  taught. 

John,  will  you  parse  the  first  sentensic ? 

James,  will  you  parse  the  third  ? 

Charles,  parse  the  fourth  sentensic. 

John,  what  can  you  say  of  the  first  sentensic  ? 

The  first  sentensic  carries  the  time  of  the  event, 

2.  When  "  insentensic"  is  used  alone,  it  means  the 
class  of  insentensic  adjectives. 

John,  what  is  an  insentensic? 

An  insentensic  is  a  word  which  is  added  to  another 
word,  but  which  does  not  aid  in  the  formation  of  the 
sentensic  character,  as,  I  am  well. 

"  Impartial  sentensics"  "  Partial  sentensics"  u  Impar- 
tial insentensics,"  and  "  Partial  insentensics"  apply  ex- 
clusively to  adjectives;  as,  "zvrites"  is  an  impartial 
sentensic  of  the  irregular  kind. 

"  On"  is  a  partial  insentensic. 

3.  When  nouns  are  meant,  the  expression  should  be 
full;  as,  "  John"  in  the  expression  John  writes,  is  a 
.sentensic  noun. 

OBSERVATION    I, 

Many  of  the  impartial  insentensics  have  forms  when  they  refer 
to  nouns,  which  differ  from  those  which  they  possess  when  they  re- 
fer to  adjectives.  The  following  are  some  of  the  forms  which  many 
of  the  impartial  insentensics  assume  when  they  refer  to  nouns— 
al,  an,  ate,  ble,  cd,  en,  fid,  iar,  id,  in,  inc,ish,  ive,ing,  ous,  some,  ty» 
ly,  tin,  y,  way,  's,  s\ 

OBSERVATION    I!, 

Many  of  the  impartial  insentensics  when  they  refer  to  adjectives, 
lake  the  ly  termination ;  as,  he  writes  accurately,  It  is  extremely 
warm  weather. 

There  are  about  a  hundred  nouns  in  our  language,  which  may  be 
converted  into  insentensic  adjectives  by  prefixing  a  ;  as,  side,  aside. 
head,  ahead. 

The  following  insentensics  are  of  the  impartial  kind, 
and  generally  refer  to  sentensics. 

These  adjectives,  like  nouns  and  other  adjectives,  de- 
note manner,  positiveness,  identity,  conjunction,  disjunc- 
tion, interrogation,  choice,  similarity,  dissimilarity,  quan- 
tity, place,  time,  instrumentality,  method,  mode,  nega- 
tion, number,  fyc. 


AMERICAN  GRAMMAR.  77 

Manner— Correctly,  softly,  prudently,  well,  accordingly,  badly, 

as,  ill,  side-wise,  how,  &c. 
Positiveness— Certainly,  truly,  undoubtedly,  yes,  verily,  surely, 

indeed,  positively,  &c. 
Negation— No,  not,  nay,  never,  not-at-all. 
Identity — Namely. 

Conjunction— Universally,  together,  generally,  conjunctively, 
Disjunction— Off,  separately,    apart,    asunder,    singly,   alone 

apiece. 
Cause — Why,  &c. 

Choice — Rather,  sooner,  chiefly,  especially. 
Similarity—  So,  as,  equally,  thus,  like. 
Dissimilarity— Otherwise,  else,  differently,  unlike. 
Quantity— Almost,  nearly,  partially,  partly,  scarcely,  hardly, 
sparingly,  scantily,  less,  much,  bountifully,  liberal- 
ly,  &c. 
Place — Here,  there,  where,  away,  whereon,  wherein,  in,  at,  on? 
thither,    whither,    hitherward,    whitherward,    hence, 
thence,  wherever,  out,  forth,  forthwith,  of,  to,  ahead, 
behind,  to  and/ro. 
Time— Now,  when,  then,  whenever,  after,  as,  afore,  before,  yet. 
hereafter,  already,  hitherto,  lastly,  afterwards,  never,  ever2 
aforetime,  about,  straightly,  immediately,  soon,  primarily* 
previously,  at  once,  by  and  by. 
Instrumentality — Whereby,  wherewith,  thereby. 
Method — First,  secondly,  thirdly,  &c. 
Number — Again,  once,  twice,  &c. 

Probability— Perhaps,  peradventure,  likely,  possibly,  <&c 
Necessity — Needs,  necessarily,  &c. 

Where  there  is  a  succession  of  sentensic  adjectives5 
it  is  sometimes  difficult  for  the  pupil  to  decide  to  which 
sentensic  the  insentensic  refers.  In  these  instances, 
the  nature  of  the  case  must  direct  his  decision.  Insen- 
tensics  of  negation  and  affirmation  refer  to  the  first 
sentensic ;  as,  he  will  not  learn,  they  have  been  good, 
indeed. 

The  ideas  which  other  insentensics  denote  rarely  be- 
long  to  the  facts  which  the  first  sentensic  expresses; 
hence  the  other  insentensics  generally  refer  to  the -/as/ 
sentensic;  as,  he  has  been  taught  correctly. 

observations. 

In  presenting  any  system  of  science,  great  care  should  be  taken 
to  make  a  distinction  between  those  principles  which  should  merer/ 
be  explained  and  illustrated,  and  those  which  should  not  only  be  ex- 
plained and  illustrated,  but  kept  constantly  before  the  mind  by  a 
practical  application  of  the  technical  language  of  the  science.  The 
division  of  nouns  into  partial  and  impartial  is  important  in  the  the- 

g2 


78         '  AMERICAN  GRAMMAR. 

ory  of  the  science  of  grammar ;  but  perfectly  unimportant  in  the 
practice  of  parsing.  Gender  is  certainly  a  part  of  grammar,  and 
should  be  defined,  and  illustrated — but  in  the  English  language,  it- 
is  too  readily  understood  to  require  any  practice  in  parsing.  Besides? 
in  English,  gender  is  founded  entirely  upon  the  sex1  which  renders 
it  too  indelicate  a  subject  for  that  constant  agitation  which  its  re- 
cognition in  parsing  would  produce. 

The  distinction  of  regular  and  irregular,  which  is  made  in  the 
sentensics,  is  important  as  a  distinction  in  the  theory  of  a  system  of 
grammar— but  unimportant  in  the  practical  part  of  the  system, 

The  following  specimen  which  is  given  as  an  exhibition  of  the 
application  of  the  technical  language  of  the  system,  is  recommend- 
ed as  an  exact  guide  to  the  teacher  and  pupil  in  parsing. 

SPECIMEN  OF  PARSING. 

["  The  power  (of  speech)  is  a  faculty  peculiar  J  (to 
man);  (and  was  bestowed)  (on  him)  (by  his  beneficent 
Creator),  (for  the  greatest  and  most  excellent  uses): 
(but  (alas)  how  often  do  we  pervert  it)  (to  the  worst) 
(of  purposes!") 

"  [Tlie  power  is  a  faculty  peculiar]" — A  sentensic  sec- 
tion— power,  faculty  and  is,  are  the  sentensic  words. 

The- — an  impartial  insentensic  adjective,  referring  to  power, 
power — a  sentensic  noun,  third  order,  singular  number. 
is — is,  was, been, — a  partial  sentensic  adjective,  present  tense;  re- 
ferring to  power  and  faculty. 
a- — an  impartial  insentensic  adjective,  referring  to  faculty, 
faculty — a  sentensic  noun,  third  order,  singular  number. 
peculiar — an  impartial  insentensic  adjective,  referring  to  faculty. 

"  (°f  speech)"— -An  insentensic  section. 
of—a  partial  insentensic  adjective,  referring  to  speech, 
speech — an  insentensic  noun,  third  order,  singular  number 

"  (to  man)" — An  insentensic  section. 

to — a  partial  insentensic  adjective,  referring  to  man. 
man— -an  insentensic  noun,  third  order,  singular  number, 

"(and  ,  was  bestowed)" — A  sentensic  section — «7S 
tvas  and  bestowed  are  the  sentensic  words, 

and — jg  a  partial  insentensic  adjective,  subjoining  its  own,  to  its 
superior  section, 

^—understood,  a  sentensic  pro  noun,  representing  faculty,  third 
order,  singular  number. 

was,  is,  was,  been — a  partial  sentensic  adjective,  perfect  tense,  re- 
ferring to  it, 

bestowed— -bestows,  bestowed,  a  partial  sentensic  adjective,  refer- 
ring  to  it. 


AMERICAN  GRAMMAR.  79 

u  (on  him)" — An  insentensic  section. 

on — a  partial  insentensic  adjective,  referring  to  him. 

him — an  insentensic  pro  noun,  representing  many  third  order,  sin- 
gular number. 

"(by  his  beneficent  Creator)" — An  insentensic  sec- 
tion. 

by— a  partial  insentensic  adjective,  referring  to  Creator. 

his— an  impartial  insentensic  adjective,  representing  man's,*  and 
referring  to  Creator. 

beneficent— an  impartial  insentensic  adjective,  referring  to  Cre- 
ator. 

Creator— &n  insentensic  noun,  third  order,  singular  number. 

"  (for  the  greatest  and  most  excellent  uses) — An  in- 
sentensic section. 
f0T — is  a  partial  insentensic  adjective,  referring  to  uses. 

the  and    /  are  insentensjc  adjectives,  referring  to  uses. 
Qreazesjj  \ 

and— a.  partial  insentensic  adjective,  subjoining  excellent  to  great- 
est. 
most — an  impartial  insentensic  adjective,  referring  to  excellent, 
excellent — an  impartial  insentensic  adjective,  referring  to  uses. 
uses— an  insentensic  noun,  third  order,  singular  number. 

"  (but  how  often  do  we  pervert  it)99 — A  sentensic 
section;  we,  do  and  pervert  are  the   sentensic 

Words* 

but—a,  partial  insentensic  adjective,  subjoining  its  own,  to  its  su- 
perior section. 

how— an  impartial  insentensic  adjective,  referring  to  often. 

0ften— an  impartial  insentensic  adjective,  referring  to  pervert. 

do,  do,  did,  done— a  partial  sentensic  adjective,  present  tense,  re- 
ferring to  we. 

we — a  sentensic  pro  noun,  representing  human  beings,  first  order, 
plural  number. 

pervert — pervert,  perverted,  an  impartial  sentensic  adjective,  re- 
ferring to  we  and  it. 

it— an  insentensic  pro  noun,  representing  power,  third  order,  sin- 
gular number, 
"(alas)99 — An  insentensic  section. 

alas — an  insentensic  noun,  third  order,  singular  number. 
"  (to  the  worst     ,     )"  An  insentensic  section. 

to— a.  partial  insentensic  adjective,  referring  to  purpose,  under- 
stood. 

the  and  worst— are  impartial  insentensic  adjectives,  referring  to 
purpose,  understood. 

*  The  insentensic  adjectives  derived  from  pro  nouns  represent 
some  insentensics  derived  from  nouns;  as,  his  represents  man's. 


80  AMERICAN   GRAMMAR. 

purpose — understood  is  an  insentensic  noun,  third  order,  singular 
number. 

u  (of  purposes)" — An  insentensic  section. 

of — a  partial  insentensic  adjective,  referring  to  purposes, 
purposes — an  insentensic  noun,  third  order,  plural  number 

2.  [The  industrious  bee  returns  (to  its  hive)  laden] 
(with  honey  and  wax.) 

"  The  industrious  bee  returns  laden." 

A  sentensic  section — bee,  returns  and  laden   i ■■-   ihc 
sentensic  words. 

The  and  industrious — are  impartial  insentensic  adjectives,  referring 

to  bee. 
bee — a  sentensic  noun,  third  order,  singular  number. 
returns — returns,  returned,  a  partial  sentensic  adjective,  present 

tense,  referring  to  bee. 
laden — load,  loaded  or  laden,  a  partial  sentensic  adjective,  referring 
to  bee. 

"  to  its  hive." 
An  insentensic  section. 

to — a  partial  insentensic  adjective,  referring  to  hive, 
its — an  impartial  insentensic  adjective,  representing  bee's,  and  re- 
ferring to  hive, 
hive — an  insentensic  noun,  third  order,  singular  number 

"  with  honey  and  wax" 
An  insentensic  section. 

with — a  partial  insentensic  adjective,  referring  to  honey  and  wax 
honey — an  insentensic  noun,  third  order,  singular  number. 
and~-&  partial  insentensic  adjective,  subjoining  wax  to  honey, 
wax — an  insentensic  noun,  third  order,  singular  number. 

[Either  she  or  her  sister  must  return^]  (or-  we  can 
not  have  the  goods.) 

"  Either  she  or  her  sister  must  return." 

A  sentensic  section— she,  sister,  must  and  return  are 
the  sentensic  words. 

Either — a  partial  insentensic  adjective,  subjoining  its  own,  to  its  su- 
perior sentence,  understood  (not  section.) 

she — is  a  sentensic  pro  noun,  representing  Jane,  third  order,  singu- 
lar number. 

or — a  partial  insentensic  adjective,  subjoining  sister  to  she. 

her — an  impartial  insentensic  adjective,  representing  Jane's,  and 
referring  to  sister. 

sister — a  sentensic  noun,  third  order,  singular  number, 


AMERICAN  GRAMMAR.  81 

must*— a  partial  sentensic  adjective,  present  tense,  referring  to  she 

and  sister. 
return — return,  returned,  a  partial  sentensic  adjective,  referring  to 

she  and  sister. 

"  or  we  can  not  have  the  goods." 

A  sentensic  section — ice,  can  and  have  are  the  sen- 
tensic words. 

or — a  partial  insentensic  adjective,  subjoining  its  own,  to  its  superior 
section. 

we — a  sentensic  pro  noun,  representing  our  names,  first  order, 
plural  number. 

can— can,  could,  a  partial  sentensic  adjective,  present  tense,  refer- 
ring to  we. 

not — an  impartial  insentensic  adjective,  referring  to  can. 

have— have,  had,  an  impartial  sentensic  adjective,  referring  to  we 
and  goods. 

the — an  impartial  insentensic  adjective,  referring  to  goods, 

goods — an  insentensic  noun,  third  order,  plural  number. 

["An  obedient  son   gives  joy]   (to  his   father  and 
mother.") 

[;<  Jin  obedient  son  gives  joy ."] 

A  sentensic  section — son  and  gives  are  the  sentensic 
words. 

An  and  obedient- -are  impartial  insentensic  adjectives,  referring  to  son, 

son — a  sentensic  noun,  third  order,  singular  number. 

gives — gives,  gave,  given,  an  impartial  sentensic  adjective,  present 

tense,  referring  to  son  and  joy. 
joy — an  insentensic  noun,  third  order,  singular  number, 

"  (to  his  father  and  mother.)" 
An  insentensic  section. 

to — a  partial  insentensic  adjective,  referring  to  father  and  mother, 
his — an  impartial  insentensic  adjective,  representing  son's,  and  re- 

ferring  to  father  and  mother, 
father — an  insentensic  noun,  third  order,  singular  number. 
and — a  partial  insentensic  adjective,  subjoining  mother  to  father, 
mother — an  insentensic  noun,  third  order,  singular  number, 

PREPARED  EXERCISES. 

Scheme. 
The  first  letter  of  every  word  which    is    used   in 
parsing,  is  presented  in  the  successive  order  in  which 
the  word  falls  in  the  preceding  specimen. 

*  Must  is  a  tense  defective  word— hence  it  has  no  variation  to 
mark  different  times, 


32  AMERICAN  GRAMMAR. 

[A  certain  man  planted  a  vineyard,  and  set  a  hedge 
(about  it),  and  built  a  tower,  and  digged  a  place  (lor 
the  wine-vat),  and  let  it  out  (to  husbandmen,)  and  went  J 
(into  a  far  country.) 

1  "  Ji  certain  man  planted  a  vineyard,  and  set  a  hedge, 
and  built  a  tower,  and  digged  a  place,  and  let  it  out,  and 
toent" 

A  sentensic  section— man,  planted,  set,  built,  digged, 
let  and  went  are  the  sentensic  words. 

# — a    i    i    a    r    t    m. 

certain — a    i    i    a    r    t    m. 

man — a    s    n    t    o    s    n. 

planted—,    .aisaptrtroa*. 

a — a    i    i    a    r    t    v. 

vineyard— &    i    n    t    o    s    n. 

and — a    p    i    a    s    s    t    p. 

set—o.    isaptrtma^. 

a — a    i    i    a    r    t    h. 

hedge — a    i    n    t    o    s    n. 

and—&    p    i    a    s    b    t    s. 

built—,    ,aisaptrtw»a£, 

a — a    i    i    a    r    t    t. 

tower — a    i    n    t    o    s    n. 

and — a    p    i    a    s    d    t    b. 

digged—,    .aisaptrtma 

a—a    i    i    a    r    t    p. 

place— &    i    n    t    0     s    n. 

and — a    p    i    a    s    I    t    d' 

let — a    isaptrtwiai. 

it — a    ipnrtftosn. 

out— a    i    i    a    r    t    £. 

and — a    p    i    a    s    w    t    I. 

went—.     ..apsaptrtm. 

«  {about  it.)" 

An  insentensic  section, 

about — a    p    i    a    r    t    i. 
#_a    ipnr2?tosn. 

("for  the  wine-vat*)" 
An  insentensic  section, 

for — a    p    i    a    r    t    w. 

the — a    i    i    a    r    t    w.  ;i 

wine-vat— a.    i    n    t    o    s    n» 


AMERICAN  GRAMMAR. 

"  (to  husbandmen.)" 
An  insentensic  section. 


to — a    p    i    a    r    t    h. 
husbandmen — a    i    n    t    o    p    n. 

"  (into  afar  country.)" 

An  insentensic  section. 

Into — a    p    i    a    r    t    c 
a — a    i    i    a    r    t    c. 
far — a    i    i    a    r    t    c. 
country — a    i    n    t    o    s    n. 

[And  when  (he  came)  (into  the  house)  he  suffered  no 
man  to  go  in]  (save  Peter  and  John  and  James  and  the 
father  and  the  mother)  (of  the  maiden.)     Luke,  viii.  5 1 . 

["  Jlnd  he  suffered  no  man  to  go  in  when]" 

A  sentensic  section — he,  suffered  and  go  are  the  sen- 
tensic  words. 


And — a 
he — a     s 
suffered— 
no—a,    i 

P 

P 

i    a    s 
n    r    . 

.    a    i 
art 

i    o 
/    t 

s    a 
m. 

t 

0 

P 

i 

3 

t 

8 

n, 

i 

verse 
t    h 

(51st  to  50th.) 
a    m> 

man — a 

i 

n 

t 

0 

s    n. 

to — a    i 

i 

a 

r 

t 

g- 

go— .    • 
in — a    i 
when — a 

1 

a 
i 

P 
r 
a 

3 
t 

r 

a    r 
g- 

t 

h 

"  (he  came.)99 

A  sentensic  section — he  and  came  are  the  sentensic 
words. 

he — a    spnrJtosn. 

came—,         .apsaptrtA.      (come,  came,  come.) 

"  (into  the  house.)99 
An  insentensic  section. 

into— a    p    i    a    r    t    h. 
the — a    i    i    a    t    t    h. 
house — a    i    n    t    o    s    n. 

"  (save  Peter  and  John  and  James  and  the  father  and 
the  mother.)99 

An  insentensic  section . 

save— a    piartP.JJ/am. 
Peter— a    i    i*    t    o    s    n. 


84  AMERICAN  GRAMMAR, 

and— a    p    i    a    s    J    fc    P. 
John — a    i    n    t    o    s    n* 
and — a    p    i    a    s    J    i    J, 
James— &    i    n    t    o    s    n, 
and — a    p    i    a    s   /    t    J. 
the — a  i    i    a    r    t   /. 
father — a    i    n    t    o    s    n 
and — a    p    i    a    s m    t  f 
the — a    i    i    a    r    t    m. 
mother— &    i    n    t    o    e    n, 

(u  of  the  maiden™) 

An  insentensic  section, 

of—  a  p  i  a  r  t  m. 
the— a  i  -i  a  r  t  m. 
maiden — a    i    n    t    o    s    n, 

(Verily,  verily,  [I  say]  (unto  you,)  he  (that  entereth 
not)  (by  the  door,)  (into  the  sheepfold)  (but  climbeth 
up)  (some  other  way)  the  same  is  a  thief  and  robber*5') 
John  x.  1. 

"II  say. ~]" 
A  sentensic  section — 1  and  say  are  the  sentensic  words 

/—a    s    p    n    r    J    f    o    s    n, 

say — ■.    ,    a    i    s    a'~  p    t    r    t    /    a   -t    engrossed  noun,* 

"  (  Verily ,  verily  he  the  same  ,  is  a  thief  and  a  rob- 
ber.)99 

A  sentensic  section — he, per 'son,  is,  thief  and  robber  are 
the  sentensic  words. 

Verily — a    i    i    a    r    t    i 

verily — a    i    i    a    r    t    i 

he—dk    spniptosn 

the — a    i    i    a    r    t    p    u. 

same — a    i    i    a    r    t   p    u, 

person,  understood — a    s    n    t    o    g    n 

is — .     ..apsaptrt£/>far 

a — a    i    i    a    r    t    t. 

thief— a    s    n    t    o    s    n, 

and — a    p    i    a    s    r    t    t 

a-— a    i    i    a    r    t    r, 

rohher — a    s    n    t    o    s    n. 


*  He  that  entereth  not  by  the  door  into  the  sheepfold,  but  climb 
eth  up  some  other  way,  the  same  is  a  thief  and  robber. 


AMERICAN  GRAMMAR.  35 

"  (  unto  you.)" 
An  insentensic  section. 


unto — a    p 
you — a    i 

i    a 
P    * 

r    t    y. 
r    p    8    o    p    n. 

"  ( that  entereth  not.)" 

An  insentensic  section. 

that — a    s 
entereth — . 
not — a    i 

P    n 

.    a 

i    a    : 

r    h    t    o    s    n. 
psaptrtJ. 
r    t    e. 

"  (by  the  door.)" 

An  insentensic  section. 

by — a    p 
the — a    i 
door — a    i 

i    a    i 

i    a    i 

n    t 

r    t    d. 
r    t    d. 
o    s    n. 

("  into  the  sheepfold") 

An  insentensic  section. 

into — a    p    i    a    r    t    s. 
the — a    i    i    a    r    t    s. 
sheepfold — a    i    n    t    o    s    n. 

"  (but    ,    climbeth  up.)" 

A  sentensic  section — that  and  climbeth  are  the  senten- 
sic  words. 

but — a     piasiotiss. 
that,  understood — a    spnrAtosn. 
climbeth — .     .     a     p     s     a     p     t     r     t     h. 
up — a    i    i    a    r    t    c. 

(  "     ,    some  other  way") 

An  insentensic  section. 


by,  understood — a  p  i  a    r    t 

some — a    i    i    a  r  t  to. 

other — a    i    i    a  r  t  ?#. 

way — a    i    n    t  o  s  n. 


"  [The  power  (of  speech)  is  a  faculty  peculiar]  (to 
man;)  (and  was  bestowed)  (on  him)  (by  his  beneficent 
Creator)  (for  the  greatest  and  most  excellent  uses|) 
(but  (alas!)  how  often  do  we  pervert  it)  (to  the  worst) 
(of  purposes!)" 

H 


86  AMERICAN  GRAMMAR. 

"  [Tlie  power  is  a  faculty  peculiar."}"— 
asspia/atsw 
The — a    i     i    a    r    t    p. 
power — a    s    n    t    o    s    n. 
is — .     ..apsaptrtjpa/. 
a — a    i    i    a    r    t    /. 
faculty — a    s    n    t    o    s    n. 
peculiar — a    i    i    a    r    t    /. 

"  (of speech") — a    i     s. 

of — a    p    i    a    r    t    s. 
speech — a    i    n    t    o    s    n. 

"  (to  man,)" — a    i     s. 

to — a    p    i    a    r    t    m. 
man — a    i    n    t    o    s    n. 

"  (and     ,    was  bestowed,)"—- a     s     s     %     w 
b     a     t     s     w. 

and — a    piasiotiss. 
it — u    aspnr^tosn. 
was — .     ..apsaptrttu. 
bestowed — .     .    a    p    s    a    r    t    i    u. 

"  (on  him)" — -a    i     s. 

on — a    p     i    a    r    t    h. 

him — a    ipnrratosn. 

"  (by  his  beneficent  Creator)— a,    i    s,  " 

by — a    p    i    a    r    t     C. 
his — a    iiarmart     C. 
beneficent — a    i    i    a    r    t     C. 
Creator — a    i    n    t    o    s    n. 

"  (for  the  greatest  and  most  excellent  uses)" — a  i  s* 

for — a    p    i    a    r    t    u. 
the — a    i    i    a    r    t    u. 
greatest — a    i    i    a    r    t    u. 
and — a    p    i    a    s     e    t    g. 
most — a    i    i    a    r    t    e. 
excellent — a    i    i    a    r    t    u. 
uses — a    i    n    t    o    p    n. 

"  (but  how  often  do  we  pervert  it) / — a      s      s    iv 
d    a   p    a    t     s    w. 

but — a    piasiotiss. 

how — a    i    i    a    r    t    o. 

often—a.    i    i    a    r    t    p» 

do—-.    ..apsaptrt    to. 

wc — a    s    p    n    f    o    p    n. 

pervert — .     .    a    i    s    a    r    t     w    a    i. 


AMERICAN  GRAMMAR.  87 

^^— -a    1    p    n    r    p    t    o    s    n. 

«  (alas)"— a  j  i     s. 
<zfos — a    i    n    t    o    s    n. 

"  (/o  the  worst     ,    )" — a    i     s. 

to — a    p    i  a  r    t    p    u. 

*Ae — a    i    i  a  r    t    p    u. 

worst — a    i  i  a    r    t    p    u. 

purpose — u  a  i    n    t    o    s    n. 

"  {°f  purposes)9'— a.    i     s. 
of—  a    p    i    a    r    t    p. 
purposes — a    i    n    t    o    p    n. 

"  The  English  people  showed  that  they  were  not  in- 
sensible to  what  was  passing  in  Ireland." 

"  [The  English  people  showed  that]" — a       s      s 
p     a     s     a     t     s     w. 

The — a    i    i    a    r    t    p. 

English — a    i    i    a    r    t    p. 

people — a    s    n    t    o    p    n. 

showed — .     .    a    i    s    a    p     t    r    t    p    a    t. 

that — a    ipnrZeratosn. 

"(they  were  not  insensible,)" — a    s     s    t    a    w 
a     t     s    w. 

they — s    p    n    r    p    t    o    p    n. 
were — .     ..apsaptrttf. 
not — a    i    i    a    r    t    w. 
insensible — a    i    i    a    r    t    £. 

"(to  what    ,    )"— a    i     s. 

To— a    p    i    a    r    t    t    u. 
what — a    i    i    a    r    t    t    u. 
thing — u    a    i    n    t    o    s    n. 

"  (it  was)" — understood     assiatat 
s     w.    • 

it — a    spnrZtosn. 

was — .    .-.apsaptrti. 

"(     ,    was  passing)" — a     s     s     w     a    w    a 
t     s     w. 

which — u    aspnrtftosn. 
was — .     ..apsaptrtzau. 
passing — .    .apsartwu. 

"  (in  Ireland)" — a    i     s. 

in — a    p    i    a    r    t    J. 
Ireland — a    i    n    t    o    s    n. 


88  AMERICAN  GRAMMAR. 

[The  more  I  read  the  book]     ,    (the  better  I  like  it.) 

"  [The  more  I  read  the  book]"     a     s     s    1    a 
r    a    t    s    w. 

The — a    i    i    a    r    t    m. 

more — a    i    i    a    r    t    r. 

J— a    spnrmrafosn. 

read — .    .    a    i    s    a    p    t    r    t    I    a    b. 

the- — a    i    i    a    r    t    b. 

booh—a,    i    n    t    o    s    n. 

"  (the  better  1  like  it.)" — a     s     s     /    a    I    a    t 
s     w. 

the — a    i    i    a    r    t    b. 

better — a    i    i    a    r    t    I. 

/—a    spnrmn-fosn. 

like — .    .    a    i    s    a    p    t    r    t    /    a    z. 

it — a    ipnr&tosn. 

EXERCISES. 

Samuel  hit  Stephen]  (with  his  cane.) 
'Nathan  calls  his  brother]  (to  recitation.) 
"John  saw  his  sister]  (at  church.) 
"Jane  taught  (         ,         the  ladies)  music  and  em- 
broidery.] 

"The  scriptures  unfold  an  immortal  existence.] 
"Paul  and  Silas  sung  praises]  (to  God.) 
'Hope,  (deceitful  as  it  is,)  carries  us  (through  life) 
quite  well  enough.] 

[We  all  complain]  (of  our  memories;)  (but  few       , 
(of  us)  complain)  (of  our  judgments.) 

[Interest  speaks  all  languages,  and  acts  all  parts;] 
(even  ,  ,  that  ,  )  of  the  disinterested 
person. 

QUESTIONS. 

What  is  the  sentensic  noun  of  hit  ? 
What  is  the  insentensic  noun  of  hit? 
What  is  the  insentensic  noun  of  calls? 
What  is  the  sentensic  noun  of  saw? 

To  what  does  saw  refer? — Saw  refers  to  John  as  its  sentensic, 
and  to  sister  as  its  insentensic  noun. 

Of  those  impartial  insentensics  which  have  no  Jldjective 
termination. 

The  impartial  insentensics  having  no  adjective  ter- 
minations are  quite  numerous.     They  are: — what,  ally 


AMERICAN  GRAMMAR. 


89 


such,  former,  latter,  little,  much,  either,  neither,  this,  that, 
these,  those,  ivhich,  no,  any,  first,  second,  third,  each, 
every,  same,  best,  some,  few,  least,  many,  both,  certain, 
other,  one,  another  y<ibove,  none,  and  some  others. 

These  Adjectives  generally  refer  to  some  noun,  understood;  as, 
some  of  the  people  are  sick. 
That  is,  some  people  of  the  people  are  sick. 

Jill  are  pupils. 

Here  all  refers  to  some  noun  understood;  as,  all  the  boys  are 
pupils. 

When  an  impartial  insentensic  falls  immediately  before  a  sen- 
tensic,  or  before  a  'partial  insentensic,  it  must  refer  to  some  noun 
which  is  understood :  as,  many  of  the  men  were  absent. 

That  is,  many  men  of  the  men,  were  absent. 

Many  are  disappointed. 

That  is,  many  individuals  are  disappointed. 

SPECIMEN  OF  PARSING. 

"  Many      ,       are  rational  beings." 

Many — an  impartial  insentensic  adjective,  referring  to 
beings  understood. 

beings,  understood — a  sentensic  noun,  third  order,  sin- 
gular number. 

are—  ...  a  partial  sentensic  adjective,  present 
tense,  referring  to  beings  and  beings. 

rational — an  impartial  insentensic  adjective,  referring 
to  beings. 

beings — a  sentensic  noun,  third  order,  singular  number, 

EXERCISES. 


1.  Some 

,          are 

beautiful 

apples. 

2.  Either 

3.  Many       , 

4.  Which 

,       is      .      . 

will 
,       shall 

a  philosophic  truth, 
be  taught. 
I  call. 

5.  What       , 

6.  This       , 

will 
has 

they  accomplish? 
been  viewed. 

7.  These      , 

are 

logical  argu- 

ments. 

8.  Those      , 

are 

fine  lights. 

9.  That      , 
10.  These      , 

is 
are 

a  writing  table, 
written  letters. 

11.  Such      , 

are 

gentlemen. 

H    2 


90  AMERICAN  GRAMMAR* 

Of  those  impartial  insentensic  adjectives  which  form  their 
adjective  terminations  by  dropping  noun  terminations. 

Of  these,  there  are  many.  Among  them  may  be 
enumerated — good,  bad,  high,  correct,  new,  old,  fine, 
straight,  crooked,  white,  red,  blue,  black,  yellow,  fyc. 

The  above  adjectives  as  well  as  the  whole  class  to 
which  they  belong,  have  other  terminations;  as,  good, 
goodness,  bad,  badness,  high,  height,  correct,  correctness. 
The  ness  converts  these  adjectives  into  nouns. 

These  words  may  be  converted  into  adjectives  by  ly; 
as,  badly,  highly,  fyc. 

The  noun  termination  of  red  is— ness. 

The  adjective  termination  is — red  or  reddish. 

The  noun  termination  of  accurate  is — accuracy. 

The  adjective  terminations  are  accurate  and  accu- 
rately. 

Of  those  impartial  insentensics  which  are  both  nouns  and 
adjectives  under  the  same  form  or  termination. 

This  class  of  adjectives  is  numerous — they  might, 
were  there  any  advantage  to  be  derived  from  a  dis- 
tinction, be  called  defective  adjectives.  They  might 
also  be  called  noun  adjectives — since  they  are  adjec- 
tives in  the  noun  form;  as,  paper  curtains,  man  ser- 
vant, knife  case,  James  Brewster,  Nancy  Stevenson, 
sea  water. 

Note. — It  is  the  practice  with  some  teachers  to  call  the  first  name 
of  a  person  a  noun ;  as,  Johnson  Brown. 

With  other  teachers,  it  is  the  practice  to  call  the  two  names  a 
compound  noun ;  as,  Johnson  Brown  is  a  compound  noun. 

In  regard  to  the  first,  we  would  remark  that  as  the  first  name 
bears  the  same  relation  to  the  second,  which  any  adjective  bears  to 
its  noun,  we  cannot  see  any  good  reason  for  calling  it  a  noun ! 

With  respect  to  the  calling  of  the  two  words  a  compound  noun, 
we  would  observe  that  any  adjective  is  as  much  entitled  to  be  in- 
cluded with  the  noun  as  the  first  word  in  partial  names,  hence — 

Black,  red  or  white  when  joined  to  nouns,  may  be  considered  a 
part  of  the  noun,  and  consequently  embraced  in  the  phrase  "  com* 
pound  noun!" 

1.  John  Boston — is  a  compound  noun! 

2.  Black  cloth — is  a  compound  noun! 

3.  The  hat — is  a  compound  noun! 

4.  To  write  well — is  a  compound  noun! 


AMERICAN  GRAMMAR.  91 

Now,  John,  is  used  to  distinguish  what  Boston  is  intended.  And 
black  is  employed  to  show  what  cloth  is  meant.  What,  then,  is  the 
difference  ? 

EXERCISES. 

Salt  water  contains         .  .  some  salt. 

Stove  pipes  contain  .         .  iron  substance. 

J.  Monroe  succeeded  .         .  Mr.  Madison. 

George  Washington  was         .         .         .a  great  man. 
Joseph  Boston  saw        .         .         .         Nancy  Joseph. 
Brick  houses  comprise         .         .  many  bricks. 

Country  people  prefer         .         .         the  country. 
Leather  shoes  are         .         .         ?  good. 

Red  leather  is  dazzling. 

A  city  life  creates         .  .  city  fashions. 

City  people  prefer  .  .  the  city. 

Mountain  trees  may  .  .be  high,  or  low. 

CONSTRUING  RESUMED. 

Construing  respects  the  mechanical  relation  between 
the  sections  of  a  sentence. 

QUESTIONS. 

1.  What  is  a  section? — (Seepage  22./ 

2.  How  are  sections  divided  ? 

3.  When  are  sections  called  complete  ? 

4.  When  are  they  called  elliptical? 

5.  How  many  relations  have  sections  ? 

6.  When  is  the  relation  of  a  section  simple  ? 

7.  What  example  is  given  to  illustrate  this  definition  ? 

8.  When  is  the  relation  of  a  section  compound? 

9.  What  examples  illustrate  this  definition? 

10.  What  is  said  of  the  word  and,  in  explaining  this  relation  ? 

PREPARED    EXERCISES    IN    CONSTRUING,  and  CI  KEY  tO    tilt 

exercises    appended  to   the   different   observations 
upon  those  insentensics  which  are  often  used  as  nouns. 

OBSERVATIONS. 

I. — The  figures  which  are  placed  before  and  after  the  different 
sections  are  designed  to  aid  in  referring  each  inferior  section  to  its 
own  superior  or  superiors;  they  are  called  close  reading  figures. 

The  words  which  are  in  italic  characters,  are  understood  in  the 
exercises  to  which  these  prepared  ones  are  a  key. 

II.-—The  place  of  sectional  contact  is  that  where  the  inferior  sec- 
tion is  naturally  constructed  into  its  superior.  This  place  is  gene- 
rally denoted  by  the  position  of  the  close  reading  figure. 


92  AMERICAN  GRAMMAR. 

III. — The  major  section  is  placed  first,  and  the  different  minors 
are  placed  after  the  major  and  each  other,  according  to  their  printed 
order  in  the  subsequent  exercises. 

N.  B.  Where  there  is  but  one  figure  before  the  inferior  section, 
the  relation  is  simple. 

Ob.  I. 

I  must  not  use  another's  book  when  1 

1  I  have  one  2 

2  of  my  own. 

They  accommodate  one  another  daily. 

Give  thou  another  apple  1 

•    1  to  James. 

The  interest  1  is  not  so  dear  2.  3 

1  of  another  person 

2  to  me 

3  as  my  own  interest  is. 
I  claim  this  one  1.  2 

1  for  my  own  property  3 
2.  3  but  another  person  claims  it  4 

4  as  another's  property. 
This  day  suits  my  interest;  1 

1  another  day  may  suit  another's  interest  better  3 

3  than  this  day  suits  it. 

Any  interest  is  another's  interest  1 

1  except  my  own  interest. 

Here  comes  another  person  1 

1  and  another's  views  are  to  be  given  2.  6* 

2  of  course 

6  another's  interest  is  to  be  taken  5.  7 

5  into  the  affair  8 

7*  8  (and  another's  whims,  prejudices  and  opinions  are 

to  be  nursed.) 

Ob.  II. 

Give  tfwu  such  cloth  2  and  as  much  cloth  1.  3.  7 
1  to  me  6 

2  as  I  purchased  5 
3  as  I  purchased;  4 

7.  6.  5.  4  and  I  shall  be  satisfied. 

Do  ye  the  job  1 

1  in  such  a  manner  2.  3 

*  "  Another's  views  are"  is  the  superior  part  of  the  section — "  to 
be  given'1  is  the  inferior  part. 


AMERICAN  GRAMMAR.  93 

5  as  will  please  him$  4 

3.  4  and  he  will  give  as  many  dollars  5.  6 
5  to  you 

6  as  will  pay  you  well  7 
7  for  your  trouble. 

I  will  give  such  things  1.  2 

1  as  I  have, 

2  unto  thee 

No  such  things  was  ever  declared  I 

1  he  seems  as  to  recollect. 

A  little  will  answer  1 

1  for  much  2 

2  as  man  desires. 

He  saw  a  man  3  as  1 

1  Jesus  passed  by 

3  that  was  blind  4 

4  from  his  birth. 

It  sometimes  happens  that  when  the  major  section  occupies 
the  place  of  a  minor,  the  pro  noun  and  the  other  noun  exchange 
places — an  instance  of  this  occurs  in  the  above  sentence.  This 
may  be  explained  in  the  following  manner : 

IJesus  passed  by  as~\  he  saw  a  man. 

I  am  the  light  3  as  long  1 
1   as  I  am  2 

2  in  the  world 

3  of  the  world 
He  was  good  1 

1  as-well-as  he  was  rich. 

Ob.  III. 

Men  should  respect  each  other. 

Each  man  should  be  5 

5  at  his  post. 

Each  man  6  is  well  informed 

6  of  these  men. 

Close  Reading,  thus — Each  man  of  these  men  is  well  informed. 

They  saw  each  other  4.  5 

4  at  church 

5  on  each  sabbath. 

Ob.  IV. 

One  is  apt  to  think  ill  7 

7  of  others^ 


94  AMERICAN  GRAMMAR. 

But  one  would  not  think  that  3 

3  rational  beings  would  be  guilty  4 

4  of  such  faults  5 

5  as  are  these  faults. 

One  book  should  be  bound  1 

1  the  other  book  should  be  used  2 

2  in  the  form  3 
3  of  a  pamphlet. 

How  much  evil  one  sees  1  which  to  shun  8 
1  in  all  the  walks  2.  6 
2  of  life 
6.  8  every  street  and  alley  9  are  full  20 
9  of  a  populous  city 
20  of  such  objects  30 
30  as  make  a  wise  man  cautious,  a  foolish  one  misera- 
ble, and  a  feeling  one  sad. 
That  one  was  Perry  5.  30 

5  on  the  lake 

30  if  ever  any  man  subdued  a  powerful  enemy. 

We  should  be  kind  1 

1  to  one  another. 

How  often  does  one  feel  the  pangs  10 

10  of  sin. 
He  called  one  man  6  and  sent  him  7.  9 

6  of  his  men 

7  to  get  an  apple  8.  3 

8  for  the  child 
9.  3  and  he  got  one. 
One  6  apple  is  mine. 

CLOSE  READING*— 

One  apple  of  these  apples  is  mine. 

One's  own  interest  leads  one  to  do  deeds  or  acts  right. 

The  ones  6  are  such  ones  8 

6  which  you  have 

8  as  will  please  me. 
The  boy's  books  are  old  4.  8 

4  whom  I  teach  8 
3.  8  the  one's  books  are  new  9 

9  whom  you  teach. 
It  is  one  individual  3 

3  of  the  twelve. 


AMERICAN  GRAMMAR.  95 

Ob.  V. 

Men  should  respect  each  other. 

Each  man  should  be  0 

0  at  his  post. 

Each  one  6  is  well  informed 

6  of  these  men. 

They  saw  each  other  8.  9 

8  at  church 

9  on  each  Sabbath. 

Ob.  VI. 

The  book  is  far  off  6.  7.  9 

6  that  you  see  7.  3 

9.  7  the  one  is  near  by  8.  4 

8  that  I  see  5 

5.  4.  3.  9  hence  that  appears  less  0 

0  than  this  appears. 

Soul  and  body  must  separate  0 

0  that  will  return  5.  6 

5  to  its  makerj  7 

6.  7  this  will  return  9 

9  to  its  primitive  dust. 

That  book  is  an  old  work;  9 

9  this  book  is  a  new  one. 

That  thing  6  was  that  thing  8 

6  that  that  man  said 

8  that  that  man  should  say  again. 

That  has  four  letters. 

9  Did  this  man  sin  9.  20. 

9  Master, 

20  or  did  his  parents  sin  30 

30  that  he  was  born  blind.  9 

I  must  work  the  works  8 

8  of  him  9 

9  that  sent  me. 

Then  said  the  Jews  8.  9 

8  unto  him 
2  now  we  know  that  10 

10  thou  hast  a  devil. 

(Rep,  cause.)  It  is  thought  to  have  been  the  gout  20 

20  that  made  him  so  very  peevish  and  discontented  4 

4  with  all  the  persons  30 


96  AMERICAN  GRAMMAR. 

30  that  were  40 

40  about  him. 

He  is  not  worthy  8.  4 

8  that  loveth  father  or  mother  more  9 

9  than  he  loveth  me. 

4  of  me. 
He  4  shall  lose  it  4 

4  that  findeth  his  life. 
He  receiveth  me  5.  6 

5  that  receiveth  you  7 

6.  7  and  he  8  receiveth  him  9 

8  that  receiveth  me 

9  that  sent  me. 

I  say  8  that  8.  9 

8  unto  you 

(Rep.  fate)  9  it  shall  be  more  tolerable  20. 

20  for  the  land  6 

6  of  Sodom 

3  than  it  shall  he  40 

40  for  you. 

That  person  is  the  boy  60 

60  that  I  saw. 

That  book  is  one  3 

3  that  I  read. 

Ob.  VII. 

John  has  six  books  3.  2 

3  and  his  brother  has  seven  books  4 

2.  4  those  make  thirteen  books  when  9 

9  they  are  added  8 

8  to  these. 

Those  books  are  newer  8 

8  than  these  books  are. 

Those  persons  6  should  speak  and  tell  why 

6  of  you 

8  that  would  not  have  him  to  rule  us. 

We  are  entertained  8.  9.  30 

8  in  the  city  40 

9  by  the  works  20.  50 

20  of  man;  60 

S  in  the  country,  100 

60.  50.  40.  30  we  are  entertained  10.  S 


AMERICAN  GRAMMAR.  97 

10  by  the  works  2.  A 

1  of  God:  6 

100  this  is  the  presence  200.  R 

200  of  nature;   16 

R.  16  that  is  the  presence  3 

3  of  art; 

S.  A.  6  these  astonish  ns;  B 

B  those  we  comprehend. 

Ob.  VIII. 

John  has  six  books  8.  4 

8  and  his  brother  has  seven  books,  A 

A.  4  those  make  thirteen  books  when  6 

6  they  are  added  9 

9  to  these. 

My  brother  had  some  apples  and  cents  8 

8  these  he  gave  9 

9  for  those. 

Those  books  are  newer  8 

8  than  these  books  are. 

Those  persons  6  should  speak  and  tell  why  9 

6  of  you 

9  that  would  not  have  him  to  rule  us. 

We  are  entertained  1.  2 

1  in  the  city  3.  D 

2  by  the  works  4.  5 

4  of  man;  6 

9  in  the  country  50 

(but)  1.  3.  5.  6  we  are  entertained  9.  10.  S 

50  by  the  works  19.  R 

19  of  God;  B 

S.  R.  B.  50  this  is  the  presence  60.  80.  90 

60  of  nature;  70.  90 

80.  70.  D  *  that  is  the  presence  30.  -90 

30  of  art;  A 

A.  90  *  these  astonish  us;  40 

40  those  we  comprehend. 

The  star  *  shows  that  and  or  but  may  be  introduced  in  giving  an 
illustration  of  the  bearing  of  the  inferior  sections  upon  the  superior 
ones;  and,  as  and  and  but  mean  add  or  join,  the  question  is,  to  how 
many  sections  the  added  one  must  be  added,  or  subjoined. 


98  AMERICAN  GRAMMAR. 

Ob.  IX. 

The  parent  obtained  what  thing  8 
8  it  was  9 
9  which  the  son  desired. 
What  thing  or  book  shall  I  get  8 
8  for  you? 
What  man's  able  8 
8  to  meet  such  misfortunes  3 
3  as  are  these  misfortunes? 
8  Shall  he  9  submit  9.  3 
8  what 
9  who  is  strong 
3  to  him  5 
5  who  is  feeble? 
(partly)  (partly) 

What  and  what  they  preserved  Jtheir  lives  8.  9 

8  with  the  bread 

9  with  the  wine. 

Note, — [They  preserved  their  lives  partly  (with  the  bread)  and? 
partly]  (with  the  wine.) 

Give  thou  what  thing  8.  9.  3 

8  to  me,  2 

9  it  is,  5.  7 

5  which  I  want  1 

3.  2.  7.  1  and  I  will  leave  you  60 

60  sir 

Note. — Here  it  is  clear  that  the  section,  "  I  will  leave  you,"  is  to 
he  added  to  all  the  others,  since  it  requires  all  the  others  to  express 
the  condition  upon  which  I  will  leave  you. 

Ob.  X. 

Which  man  shall  return? 

Have  you  the  book  which  9  to  read 

9  you  wish 

Give  thou  an  apple  8.  9 

8  to  me 

9  which  is  ripe. 

Observations  upon  the  following  toords,  which  vary 
their  grammatical  characters  and  names  according  to 
their  application  in  sentences. 

Another        -         -         another's. 
As  


AMERICAN  GRAMMAR.  99 


Each 
One 


one's,  ones',  ones. 
Other  -         -         other's,  others',  others. 

That  -         -         those. 

This  -         -         these. 

What  -         -        

Which  -        -        


Observation  I. 

Another,  may  be  a  noun  and  an  adjective. 

1.  It  is  a  noun  where  it  is  used  in  a  reciprocal  sense: 
as,  They  saw  one  another. 

^  2.  It  is  an  adjective,  where  it  refers  to  some  nowi 
either  expressed  or  understood^  as,  I  have  another's 
book,  I  wish  another  apple,  I  have  taken  two  shares, 
and  want  another      , 

3.  It  is  an  adjective  where  it  refers  to  another  adjec- 
tivej  as,  I  have  another  man's  hat. 

Exercises  under  Observation  I. 

Directions. 

The  first  use  which  is  to  be  made  of  these  Exercises,  is  in  con- 
struing— and  in  this  the  preceding  key  will  be  of  great  service  to 
both  teacher  and  pupil.  Every  section  there  stands  in  a  line  by 
itself;  the  close  reading  is  there  pointed  out  by  figures — and  each 
ellipsis  is  there  properly  filled. 

The  next  use  which  is  to  be  made  of  these  exercises,  is  in  parsing. 
But  before  this  exercise  can  be  performed  to  advantage,  the  obser- 
vations standing  above  the  exercises,  must  be  thoroughly  studied. 

The  pupil  should  enable  himself  by  means  of  his  own  reflection 
and  the  key,  to  supply  every  word  which  is  understood,  before  he 
attempts  to  parse  a  sentence. 

[I  must  not  use  another's  book  when]  (I  have  one) 
(of  my  own.) 

They  accommodate  one  another  daily.] 

Give         ,         (         •         James)  another  apple.] 

[The  interest  (of  another  ,  )  is  not  as  dear] 
(to  me)  (as  my  own         ,         ,         .) 

[I  claim  this  one]   (for   my  own  ,         ) — (but 

another         ,         claims  it)  (as  another's         ,         .) 

[This  day  suits  my  interest,-]  (another  ,  may  suit 
another's        ,       better)  (than  this       ,        ,        ,         .) 

[Any  interest,  (except  my  own  ,  )   is  ano- 

ther's       ,         .] 


100  AMERICAN  GRAMMAR. 

(Ah,)    [here   comes   another  ,  j]  (and  (of 

course)  another's  views  are  to  be  givenj)  (another's 
Interest  ,  to  be  taken)  (into  the  affair^)  (and 
another's  whims,  prejudices  nnd  opinions  ,         to 

be  nursed.) 

Observation  II. 

Jig)  may  be  a  noun  and  an  adjective. 

1 .  It  is  a  noun  where  it  follows  such,  much,  or  many; 
as,  he  has  such  fruit  as  I  desire. 

When  as  stands  next  to  a  sentensic  adjective,  it  is  a  sentensic 
pro  noun ;  as,  I  have  such  apples  as  please  me. 

But  when  any  word  stands  between  as  and  the  sentensic,  as  is  an 
insentetisic  pro  noun;  as,  I  have  sueh  apples  as  he  purchased. 

2.  It  is  a  partial  insentensic  where  it  is  used  in  the 
sense  of  for;  or  in  the  sense  of  the  phrase — "  in  the 
character  of;"  as,  he  went  as  a  soldier. 

3.  It  is  a  partial  insentensic  when  between  two  sec- 
tions, denoting  a  comparison;  or  when  used  with  well 
as;  as,  I  am  not  so  old  as  he  is — he  is  good  as  well  as 
bad, 

4.  It  is  an  impartial  insentensic  where  it  denotes 
the  time  of  the  event;  as,  as  he  came  in,  I  went  out. 

That  is,  when  he  came  in,  I  went  out. 
5*  Also  where  it  is  used  much  in  the  sense  of  so;  as, 
S.s -far  as  I  am  able  to  judge.     So  far,  &c. 

Exercises  under  Observation  II. 

[Give  ,         (  ,         me)  such         ,        (as  I 

purchased,)  and  as  much  ,  ]  (as  I  purchased  * 
(and  I  shall  be  satisfied.) 

[Do  ,  the  job]  (in  such  a  manner)  (as  will 
please  him,)  (and  he  will  give,  (  ,  you)  as  many 
dollars)  (as  will  pay  you  well)  (for  your  trouble.) 

[Such  ,         (as  I  have,)  I  will  give]  (unto  thee.) 

[No  such  thing  was  ever  declared]  (as  he  seems 
to  recollect.) 

,      Much)  (as  man  desires)  [a  little  will  answer.] 

"As  (Jesus  passed  by)  he  saw  a  man]  (that  was  blind) 
(from  his  birth.) 

[As  long  (as  I  am)  (in  the  world,)  I  am  the  light] 
(of  the  world.) 

"He  was  good]  (as  well  as         ,         ,         rich.) 

"They  came]  (as  pupils)  (to  my  school) 


AMERICAN  GRAMMAR.  10 1 

Observation  III. 
Each  may  be  a  noun  and  an  adjectire. 

1.  It  is  a  noun  where  it  is  used  in  a  reciprocal  sense; 
as,  they  confide  'm  each  other. 

2.  It  is  an  adjective  where  it  is  added  to  a  noun 
either  expressed  or  understood;  as,  he  gave  each  man  a 
dollar — He  met  ten  lads,  and  gave  each      ,      a  crown. 

3.  It  is  an  adjective  where  it  is  added  to  another 
adjective;  as,  he  saw  each  man's  sword.  He  gave  each 
pupil's  book  to  the  teacher. 

Exercises  under  Observation  III. 

'Men  should  respect  each  other.] 
"Each  man  should  be]  (at  his  post.) 
'Each         ,         (of  these  men)  is  well  informed.] 
"They  saw  each  other]  (at  church)  (         ,         each 
sabbath.) 

[Each  man's  hat  is  black.] 

[They  obtained  a  dollar]  (for  each  one's  knife.) 

Observation  IV. 

One  may  be  a  noun  and  an  adjective. 

1.  It  is  a  noun  when  in  the  plural  form;  as,  these 
ones  are  ripe. 

Also  when  it  is  used  in  a  reciprocal  sense;  as,  They 
saw  one  another. 

When  one  is  used  in  any  other  sense  than  that  of  unity  or  single- 
ness, it  is  a  pro  noun;  as,  Will  he  pretend  to  vie  with  one  like  me ? 
Where  one  heareth  the  word  of  the  kingdom,  and  understandeth  it 
not,  then  eometh  the  wicked  owe,  and  catcheth  away  that  which 
was  sown  in  his  heart,  "  He  will  call  one  of  these  days,  One  should 
be  kind  and  liberal  in  all  things,"  "  I  will  not  use  your  book  while 
I  have  one  of  my  own,"  The  one  which  you  gave  me,  They  met 
one  another. 

2.  Where  one  means  nothing  but  unity,  as  well  as 
where  it  is  used  much  in  the  sense  of  single,  and  refers 
to  some  noun,  it  is  an  adjective;  as,  there  is  but  one 
God,  He  paid  me  but  one  dollar. 

In  the  sense  of  single;  as,  if  any  one  soldier  ever  sub- 
dued a  powerful  enemy,  it  was  Perry  on  the  lake. 
One         ,         of  them  must  return, 
That  is,  one  person  or  individual  of  them,  must  return, 


10&  AMERICAN  GRAMMAR. 

When  one  has  the  apostrophic  form,  whether  in  the 
singular  or  plural,  it  is  an  adjective;  as  one's  mind 
should  be  improved,  &c.     These  on&s'  books. 

Exercises  under  Observation  IV. 

[One  is  apt  to  think  ill]  (of  others.) 

[But  one  would  think  that]  (rational  beings  would 
not  be  guilty)  (of  such  faults)  (as       ,       these       ,       .) 

[One  book  should  be  bound,]  (the  other         , 
should  be  used)  (in  the  form)  (of  a  pamphlet.) 

(In  all  the  walks)  (of  life)  [how  much  ,  one 
sees  ,  to  shun:]  (every  street  and  alley  (of  a 
populous  city)  are  full)  (of  such  objects)  (as  make  a 
wise  man  cautious,  a  foolish  one  miserable,  and  a  feel- 
ing one  sad. 

("  If  ever  any  one  man  subdued  a  powerful  enemy,) 
[that  one  was  Perry]  (on  the  Lake.") 

"We  should  be  kind]  (to  one  another.) 

'How  often  does  one  feel  the  pangs]  (of  sin!) 

"He  called  one         ,         (of  his  men,)  and  sent  him] 
(to  get  an  apple)  (for  the  child;)  (and  he  got  one.) 
One         ,         (of  these  apples)  is  mine.] 
One's  own  interest  leads  one  to  do  right.] 

"The  ones  (which  you  have)  are  such  ones]  (as  will 
please  me.) 

[The  boys'  books  (whom  I  teach)  are  old] — (the 
ones'  books  (whom  you  teach)  are  new.) 

[It  is  one         ,        ]  (of  the  twelve.) 

Observation  V. 

Other  may  be  a  noun,  and  an  adjective. 

1.  It  is  a  noun  where  it  is  used  in  a  reciprocal  sense, 
and  where  it  has  the  plural  form;  as,  They  heard  of 
each  other.  His  brothers  and  others  were  present. 

2.  Others9  or  other,  when  it  refers  to  a  noun,  is  an  ad- 
jective; as,  Others'  books  are  not  mine,  He  wishes  other 
articles. 

3.  When  other  refers  to  an  adjective,  it  is  an  adjec- 
tive; as,  other  people's  business  should  not  concern  me. 

Other  in  the  possessive  form  (others')  can  never  be  added  to  ano- 
ther adjective.  Nor  can  other  be  rendered  possessive  in  the  singu- 
lar— for  we  cannot  say  other's  books — Though  we  say  with  pro- 
priety, another's  books. 


AMERICAN  GRAMMAR.  103 

Exercises  under  Observation  V. 

~Men  should  respect  each  other.] 
Each  man  should  be]  (at  his  post.) 
Each         ,         (of  these  men)  is  well  informed.] 
^They  saw  each  other]  (at  church.)  (         ,         each 
Sabbath.) 

[One  is  apt  to  think  ill]  (of  others.) 

Observation  VI. 

Thai  may  be  a  noun,  and  an  adjective. 

1.  It  is  a  noun  where  it  can  be  exchanged  for  zvhich, 
who,  or  whom;  as,  he  is  the  pupil  that  learns  grammar 
—who  learns.  This  is  the  book  that  I  purchased — 
which  I  purchased. 

2.  That — is  a  noun  where  that  and  this  are  used  in 
contrast,  that  denoting  what  is  more  distant,  or  what  is 
first  mentioned — this  what  is  less  distant,  or  what  is  last 
mentioned;  as,  Wednesday  and  Sunday  were  both  fine 
days — though  that  was  cold,  but  this  quite  warm.  Which 
day  was  cold? 

3.  That — is  a  noun  where  it  represents  a  following 
section,  or  all  the  following  parts  of  a  sentence;  as,  He 
said  that  he  was  in  the  city  of  London,  in  1825. 

I. — When  that  stands  next  to  the  sentensic  adjective,  it  is  a  sen- 
tensic  pro  noun ;  as,  he  is  the  lad  that  came  for  the  books. 

But  when  any  other  word  stands  between  that  and  the  sentensic 
adjective,  that  is  an  insentensic  pro  noun;  as,  he  has  the  book  that 
he  purchased. 

II. — That  is  a  noun  when  it  represents  a  clause  or  section,  and 
either  by  apposition  or  otherwise,  stands  connected  with  a  sentensic 
or  a  partial  insentensic  adjective ;  as,  it  is  said  that  he  went,  &c. 

Here  that  is  put  by  apposition  with  it.     (See  the  Appeal,  page  92.) 

That — is  an  adjective  where  it  refers  to  a  noun — and 
can  be  exchanged  for  the;  as,  that  book — the  book. 

That — is  an  adjective  where  it  refers  to  an  adjective 
and  can  be  exchanged  for  the;  as,  I  saw  that  man's 
house, — the  man's. 

Exercises  under  Observation  VI. 

[The  book  (that  you  see)  is  far  off;]  (the  one  (that  I 
see)  is  near  by$)  (hence  that  appears  less)  (than  this 
>         0 


104  AMERICAN  GRAMMAR. 

[Soul  and  body  must  separate;]  (that  will  return) 
(to  its  Maker;)  (this  ,         ,  )  (to  its  primitive 

dust.) 

[That  ,  is  an  old  work;]  (this  ,  is  a  new 
one.) 

[That  thing  that  (that  man  said)  was  that  thing]  (that 
that  man  should  say  again.) 

[That  has  four  letters.] 

(Master,)  [did  this  man  sin]  (or  ,  his  parents 
,         )  (that  he  was  born  blind?) 

T  must  work  the  works]  (of  him)  (that  sent  me.) 

[Then  said  the  Jews]  (unto  him),  (now  we  know  that) 
(thou  hast  a  devil.) 

That — is  here  a  pro  noun,  representing  the  section — "  thou  hast 
a  devil." 

[It  is  thought  to  have  been  the  gout]  (that  made  him 
so  very  peevish,  and  discontented)  (with  all  , 

,         )  (that  were)  (about  him.) 

[He  (that  loveth  his  father  or  mother  more)  (than 

,         ,         me)  is  not  worthy]  (of  me.) 

[He  (that  findeth  his  life)  shall  lose  it.] 

[He  (that  receiveth  you)  receiveth  me;]  (and  he  (that 
receiveth  me)  receiveth  him)  (that  sent  me.) 

[I  say  (unto  you)  that]  (it  shall  be  more  tolerable)  for 
the  land)  (of  Sodom)  (than        ,        ,        ,        )  (for  you.) 
That         ,         is  the  lady]  (that  I  saw.) 

"That  book  is  the  one]  (that  I  read.) 

Observation  VII. 

This — may  be  a  noun,  and  an  adjective. 

1.  It  is  a  noun  where  it  is  used  in  contrast  with  that 
or  those,  that  or  those  denoting  what  is  more  distant  or 
first  mentioned — this  what  is  less  distant  or  last  men- 
tioned; as,  Wednesday  and  Sunday  were  both  fine  days; 
though  that  was  cold — but  this  warm. 

2.  This — is  an  adjective,  where  it  is  added  to  a  noun 
either  expressed  or  understood;  as,  This  book  is  new, 
that  ,  is  old,  [This  ,  is  the  book  which  I  desire 
to  read.] 

That  is,  this  book  is  the  book. 

3.  This — is  an  adjective  where  it  refers  to  another 
adjective;  as,  This  man's  hat  is  new. 


AMERICAN  GRAMMAR.  105 

Exercises  under  Observation  VII. 

[John  has  six  books]  (and  his  brother         ,         seven 
,         ;)  (those         ,        (         ,         ,  added)  (to 

these)  make  thirteen         ,         .) 

[My  brother  had  some  apples  and  cents;]  (these  he 
(gave)  (for  those.) 

[Those  books  are  newer]  (than  these       ,       ,       .) 

[Those  ,  (of  you)  (that  would  not  have  him 
to  rule  us,)  should  speak  and  tell  why.] 

(In  the  city)  [we  are  entertained]  (by  the  works)  (of 
man;)  (in  the  country)  (  ,  ,  ,  )  (by  the 

works)  (of  God:)  (this  is  the  presence)  (of  nature;) 
(that  ,  ,  ;  )  (of  art;)  (these  astonish  us;) 
(those  we  comprehend.) 

Observation  VIII. 

Those — is  the  plural  of  that,  and  may  be  a  noun,  and 
an  adjective. 

1.  Those — is  a  noun  where  it  is  used  in  contrast  with 
this  or  these,  those  denoting  things  which  are  more  dis- 
tant, or  first  mentioned;  and  this  or  these  denoting  what 
is  less  distant  or  last  mentioned;  as,  "I  have  two  ap- 
ples, and  three  plums — those  I  shall  keep;  these  I  shall 
give  to  you." 

2.  Those — is  an  adjective  where  it  refers  to  a  noun, 
either  expressed  or  understood;  as,  Those  children  are 
idle,  These  pupils  are  studying;  but  those         ,         are 

not. 

3.  Tlwse — is  an  adjective,  where  it  refers  to  another 
adjective;  as,  those  men's  gloves. 

Observation  IX. 

These — is  the  plural  of  this,  and  may  be  a  noun,  and 
an  adjective. 

1.  It  is  a  noun  where  it  is  used  in  contrast  with  those; 
those  denoting*  the  things  which  are  more  distant  either 
in  time  or  space,  and  these,  the  things  which  are  less 
distant  in  time  or  space;  as,  I  have  two  apples  and 
three  plums—"  those  I  shall  keep— these  I  shall  give  to 

you."  n 

2.  These — is  an  adjective  where  it  refers  to  a  noun 
either  expressed  or  understood;  as,  Those  children  are 


106  AMERICAN  GRAMMAR. 

idle;  but  these        ,        are  busy,  These  books  are  new; 
those        3         are  old. 

Exercises  under  Observations  VIII.  and  IX. 

[John  has  six  books]  (and  his  brother         ,         seven 
,         )  (those  ,         (         ,         ,         added)  (to 

these)  make  thirteen         ,         .) 

[My  brother  had  some  apples  and  cents;]  (these  he 
gave)  (for  those.) 

Those  books  are  newer]  (than  these         ,         ,        .) 
Those         ,         (of  you)  (that  would  not  have  him  to 
rule  us,)  should  speak  and  tell  why.] 

(In  the  city)  [we  are  entertained]  (by  the  works)  (of 

man,)  (in  the  country)  (  ,  ■  ,  )  (by  the 

works)  (of  God:)  (this  is  the  presence)  (of  nature;)  (that 

,        ,        ,        )  (of  art;)  (these  astonish  us;)  (those 

we  comprehend.) 

[Those  men's  goods  are  fine]  (but  these  men's  goods 
are  coarse.) 

Observation  X. 

What  m^y  be  a  noun,  and  an  adjective. 

1.  It  is  a  noun  where  it  is  used  to  express  some  sur- 
prise or  sudden  emotion;  as,  What!  who  comes  there? 

2.  It  is  an  adjective  where  it  refers  to  a  noun  either 
expressed  or  understood;  as,  [The  parent  got  what 

5  J  C         5         5         )  (  ,         the  son  desired.) 

The  common  practice  is  to  omit  what  in  some  instances.  But 
surely  none  will  say  that  this  omission  is  a  solution  of  the  word ! 
That  and  which  take  the  place  of  ichat.  These  words  are  parsed, 
and  what  is  thrown  out!  Now,  if  the  parsing  of  that  and  which  can 
be  considered  a  parsing  of  what,  the  parsing  of  a  word  is  sometimes 
entirely  different  from  any  thing  of  which  I  have  had  a  conception. 
Let  us  take  the  true  method,  which, I  believe,  is  the  following:— 

He  got  what  he  wanted. 

That  is,  He  got  what  thing  it  was  which  he  wanted.  The  word 
what  is  an  adjective,  relating  to  thing  understood.  The  calling  of 
words  compound  relatives,  and  then  throwing  them  from  the  seiv 
tence,  is  certainly  a  queer  way  of  parsing  them  ! ! ! 

3.  What  is  an  adjective  where  it  refers  to  another 
adjective;  as,  what  man's  interest  is  safe  in  bad  hands? 

4.  It  is  an  adjective  also  where  it  is  used  in  the 
sense  of  partly;  as,  What  by  magnifying,  ivhat  by  dimi- 


AMERICAN  GRAMMAR.  107 

nishing,  what  by  distorting  and  disfiguring,  he  has  in 
many  places  burlesqued  the  original. 
That  is,  partly  by  magnifying,  &c. 

Exercises  under  Observation  X. 

[The  parent  obtained  what  ,        ]  ( 

>        )  (         y        the  son  desired.) 

[What         ,         shall  I  get]  (for  you?) 

[What  man  is  able  to  meet  such  misfortunes!  (as 
these         ,         .)  J  v 

(What!)  [shall  he  (who  is  strong)  submit]  (to  him) 
(who  is  feeble?) 

[What  (with  the  bread,)  and  what  (with  the  wine,) 
they  preserved  their  lives.] 

[Gi^e        ,        (         ,        me)  what         ,        ]  ( 

r  .     >        )  (         >         I  want;)  (and  I  will  leave  you,) 
(sir.) 

[  What         ,        is  the  hour,]  (John?) 
Observation  XI. 

Which  may  be  a  noun,  and  an  adjective. 

1.  It  is  a  noun  where  it  is  so  used  as  not  to  refer 
to  any  noun  after  it;  as,  this  is  the  book  which  I  pur- 
chased. 

2.  It  is  an  adjective  where  it  is  so  used  as  to  refer  to 
a  noun  either  expressed  or  understood,  which  follows  it; 
as,  which  man  shall  I  call?  Which  ,  of  these 
books  is  mine?  That  is,  which  book  of  these  books  is 
mine? 

3.  It  is  an  adjective  where  it  refers  to  another  adjec- 
tive; as,  which  man's  lot  is  the  larger? 

The  words,  all,  such,  former,  latter,  little,  much,  some,  any,  few, 
many,  fyc.  are  generally  adjectives— and  often  refer  to  nouns,  un- 
derstood; as  all  of  them  came. 

That  is,  all  the  individuals  of  them  came.    ( See  pages  88,  89.J 

Observation  XII. 

When  an  impartial  sentensic  of  the  conjunctive  form 
becomes  a  noun,  of  is  either  expressed  or  understood 
after  it;  as,  The  attributing  to  faculties  that  power 
which  does  not  belong  to  them,  has  deceived  many. 

That  is,  the  attributing  of  that  power  to  faculties. 


108  AMERICAN  GRAMMAR. 

Exercises  under  Observation  XII. 

(By  reading)  (         ,        good  authors)  [we  improve 

our  style.] 

"My  reading  (         ,        the  book,)  gave  offence.] 
"His  writing  (         ,         the  letter)  displeased  them.J 
"The  walking  (of  the  lad)  was  slow.] 
(By  walking  slowly)  [we  prolong  our  journey.] 

Observation  XIII. 

When  an  adjective  or  pro  noun  bears  the  same  rela- 
tion to  an  assemblage  of  words,  which  it  does  to  a  noun, 
the  assemblage,  in  relation  to  the  adjective  or  pro  noun, 
is  a  noun,  and  is  sentensic  or  insentensic,  according  to 
the  manner  of  construction. 

SPECIMEN  OF  PARSING. 

["  John  has]  (his  arm  shot  off.") 

John — is  a  sentensic  noun,  third  order,  singular  number. 

has —  .  .  an  impartial  sentensic  adjective,  pre- 
sent tense,  referring  to  John  and  the  engrossed 
noun,  his  arm  shot  off. 

his  arm  shot  off— is  an  insentensic  noun,  third  order, 
singular  number. 

his — is  an  impartial  insentensic  adjective,  representing 
John's,  and  referring  to  arm. 

arm — is  a  sentensic  noun,  third  order,  singular  number. 

shot —  .  .  a  partial  sentensic  adjective  referring 
to  arm. 

off— is  an  impartial  insentensic  adjective,  referring 
to  shot. 

EXERCISES. 

1.  [He  said,  where  art  thou?] 

"  where  art  thou?" 

2.  [He  said,  they  will  reverence  my  son.] 

"  they  will  reverence  my  son." 

3.  [His  disciples  asked  (of  him)  who  did  sin?] 

"who  did  sin?" 

4.  [Jesus  saith  (to  Simon  Peter)  lovest  thou  me?] 

"  lovest  thou  me?" 

5.  [And  Peter  said,  (Lord)  thou  knowest  all  things.] 

("  Lord)  (thou  knowest  all  things.") 


AMERICAN  GRAMMAR.  109 

Let  the  pupil  parse  the  words  in  the  noun  which  is  made  up  of 
two  or  more  words,  in  every  instance.  We  shall  no  longer  set  this 
noun  out  from  the  other  part  of  the  sentence — the  learner  may  now 
take  the  noun  as  it  is  first  printed. 

6.  [u  They  answered,  and  said  (unto  him,)  (Abraham 
is  our  father.")]  ["  Jesus  said  (unto  them,)  (if  ye  were 
Abraham's    children,)    (ye   would  do    the  works)   (of 

Abraham.")] 

7.  ["  But  now  ye  seek  (to  kill  me.")] 

If  we  here  ask  what  is  sought,  the  answer  is — "  to  kill  me."  Sup- 
pose, then,  the  sentence  read— But  now  ye  seek  my  death;  the  word, 
death,  would  be  parsed  as  the  insentensic  noun  of  seek. 

[8.  "  He  has  some  recollection]  (of  (his  father's 
being)  (         ,  •      ,         ,         )  (         ,         a  judge.")) 

If  we  ask,  what  is  the  insentensic  noun  of  of,  the  answer  will 
be — "  his  father's  being  a  judge."  In  relation  to  of,  then,  this 
clause  is  a  noun.     (See  the  Appeal,  page  63.) 

9.  [[To  sing         ,         ]  is  delightful.] 

10.  [To  eat  food]  is  necessary]  (to  life.) 

11.  [It  is  important]  (to  be)  (in  good  health.) 

12.  [An  American  would  resent  (his  being  denied) 
(          ,         the  use)  (of  his  musket.")] 

In  relation  to  the  pronoun  it,  the  clause  "  to  be  in  good  health," 
is  a  noun;  the  word  it  being  the  representative  of  this  clause.  It  is 
important.     What  is  important  ?  "  to  be  in  good  health" 

In  relation  to  resent,  the  clause  "  his  being  denied  the  use  of  his 
musket,"  is  a  noun.  The  clause  is  mechanically  independent,  be- 
cause the  words  which  constitute  it,  may  be  grammatically  solved 
without  including  the  others  which  are  in  the  sentence. 

Observation  XIV. 

The  titles  of  books,  which  comprise  two  or  more 
words,  are  nouns;  as,  "  Brown's  Remains"  "  Nelson's 
Devotion"  "Edwards  on  Redemption" 

Observation  XV. 

Sometimes  where  the  precedes  the  name  of  the  quali- 
ty, the  Adjective  becomes  the  name  of  the  person  or 
thing  possessing  the  quality,  hence  should  be  parsed  as 
a  noun;  as,  "  the  good  are  happy." 

EXERCISES  UNDER  OBSERVATION  XV. 

1.  [The  good  are  always  protected.] 

2.  [The  wicked  flee  whenj  (no  man  pursueth  them.) 

K 


110  AMERICAN  GRAMMAR. 

3.  [The  rich  are  not  so  happy]  (as  many 
think.) 

4.  [The  learned  must  have  been  studious  once.] 

5.  [The  poor,  (if  ,  ,  content,)  are  as  well 
off]  (as  the  rich         ,         .) 

Observation  XVI. 

Generally,  the  sentensic  section  in  which  to  is  used,  is 
made  up  of  a  superior,  and  an  inferior  assemblage  of 
words.  One  introduces  and  sustains  the  other,  and  is 
called  the  superior  part;  as,  "  He  teas  delighted  to  see 
his  brother." 

As  the  other  portion  of  the  section  is  introduced, 
and  sustained  by  the  superior  part,  it  is  denominated 
the  inferior  part,-  as,  "  He  was  delighted  to  see  his 
brother." 

Observation  XVII. 

In  one  construction,  the  inferior  part  of  the  sentensic 
section  becomes  the  superior,  and  stands  as  an  en- 
grossed sentensic  noun  to  the  inferior;  as,  To  see  his 
brother  was  delightful. 

Observation  XVIII. 

In  one  construction  the  inferior  part  of  the  sentensic 
section  becomes  an  inferior  part  of  an  insentensic  sec- 
tion also;  as,  [It  is  easier  (for  a  camel)  to  go.'] 

Close  Reading — It  is  easier  to  go. 
Close  Reading — for  a  camel  to  go. 

In  this  construction  the  inferior  part  has  the  com- 
pound relation,  for  it  refers  to  the  superior  parts  of 
both  sections. 

To  is  an  impartial  insentensic,  referring  to  go.  Go  is  a  partial 
sentensic,  referring  to  camel. 

CONSTRUING  RULES. 

Rule. I. — A  new  sentensic  noun,  or  a  repetition  of  a 
preceding  one  with  a  new  sentensic  adjective,  forms  a 
new  section;  as, 

1.  John  reads;  and  Stephen  writes.   (2  sections.) 


AMERICAN  GRAMMAR.  HI 

2.  A  certain  man  planted  a  vineyard;  and  he  set  a 
hedge;  and  he  digged  a  place;  and  he  built  a  toiver;  and 
he  let  it  out;  and  he  went.''     6  sections. 

Here  the  sentensic  noun,  man,  is  repeated  five  times  in  he — and 
in  each  repetition  there  is  a  new  sentensic  adjective : — there  are 
five  new  sections,  or  five  minor  sections,  which,  with  the  first  or 
major,  make  the  six  sections  which  the  sentence  comprises. 

This  sentence,  however,  may  be  so  formed  as  to  constitute  but 
one  section ;  as, 

A  certain  man  planted  a  vineyard,  and  set  a  hedge, 
and  digged  a  place,  and  built  a  tower,  and  let  it  out, 
and  went. 

Rule  II. — All  the  sentensic,  and  all  the  insentensic 
nouns  to  which  the  same  sentensic  adjective  refers,  be- 
long to  the  same  section^  as,' 

1.  "  They  took  him,  and  killed  him.  and   cast  him 

outr 

2.  "  Peter  and  James  and  John  and  Andrew  asked  pri- 
vately" 

Rule  III. — Every  partial  insentensic  adjective,  and 
every  repetition  of  an  adjective  of  this  class,  form  a  new 
joint  in  the  sentence,  and  give  a  new  section;  as, 

1.  He  walked  from  his  house,  with  me,  to  the  ship, 
with  his  cane.     (5  sections.) 

2.  He  walked  with  me,  and  with  him.    (3  sections.) 
Note.— The  omission  of  the  second  with  destroys  the  third  joint 

in  the  sentence ;  and  thus  forms  the  two  limbs  of  the  sentence  into 
one  branch;  as, 

"  He  walked  with  me  and  him."     (2  sections.) 

Rule  IV.— When  the  writer  omits  sentensic  words 
to  enable  the  ing  termination  of  a  sentensic  adjective  to 
express  the  relation  of  one  event  to  another,  all  the 
events  must  be  included  in  the  same  section;  as,  "  He 
cried,  saying,  have  mercy  on  me." 

Note.— Here  the  word  saying,  does  not  denote  an  act  which  is 
distinct  from  that  denoted  by  cried— both  words  denote  the  same 
event;  "  saying,"  however,  is  a  little  more  definite,  and  is  used  to 
express  the  exact  meaning  of  the  word,  "  cried."  Saying,  then,  in 
the  above  instance,  seems  to  bear  an  explanatory  or  an  illustrative 
relation  to  cried. 

Rule  V. — When  the  writer  employs  the  sentensic 
words,  the  relation  of  one  event  to  another  is  expressed. 


112  AMERICAN  GRAMMAR. 

not  by  the  ing  termination  of  a  sentensic,  but  by  a  dis- 
tinct word,  and  the  different  events  fall  into  distinct 
sections;  as,  "  There  is  a  wicked  man  who  hangeth 
down  his  head  sadly,  and  who  is  thus  casting-  down  his 
countenance;  and  who  is  thereby  making  as  if  he  heard 
not.'5 

It  is  obvious  that  the  act  of  casting  down  his  countenance  falls 
out  of  the  act  of  hanging  the  head  sadly.  Nor  is  it  less  clear  that 
the  act  of  making,  springs  from  that  of  casting  down  the  counte- 
nance. The  relation  which  the  act  of  casino- bears  to  that  of  hang- 
ing, is  expressed  by  "  thus" — and  that  which  the  act  of  making 
hears  to  that  of  casting,  is  expressed  by  thereby.  But  if  the  sen- 
tensic  words  were  omitted,  "  thus"  and  "  thereby"  could  be  dispensed 
with,  for  the  very  relations  which  these  words  express,  would  then 
be  denoted  by  the  ing  termination  of  the  sentensic — 

"  There  is  a  wicked  man  who  hangeth  down  his  head 
sadly,  casting  down  his  countenance,  making  as  if  he 
heard  not/5 

As  the  sentence  is  here  presented,  the  following  portion  of  it  falls 
under  Rule  IV.,  which  requires  that  when  the  writer,  &c — 

"  Who  hangeth  down  his  head  sadly,  casting  down  his 
countenance,  making" 

Rule  VI. — Where  the  supplying  of  the  ellipsis  pro- 
duces a  degree  of  identity  which  the  writer  does  not 
intend  to  express,  the  partial  sentensic  of  a  conjunctive 
form,  should  be  included  in  the  superior  section,  and  re- 
ferred to  the  in  sentensic  or  the  sentensic  noun;  as,  I 
saw  the  bird  flying. 

Partial  sentensics  following  to,  either  expressed  or 
understood,  may  refer  to  insentensic  nouns;  as,  I  saw 
him  walk. 

SPECIMEN  OF  CONSTRUING. 

[A  certain  man  planted  a  vineyard,  and  set  a  hedge 
(about  it),  and  built  a  tower,  and  digged  a  place  (for  the 
wine-rvat),  and  let  it  out  (to  husband-men),  and  wentj 
(into  a  far  country.) 

1 .  "  A  certain  man  planted  a  vineyard,  and  set  a  hedge, 
and  built  a  toiver,  and  digged  a  place,  and  let  it  out  and 
tveni," 

Is  a  complete  major  section  of  the  sentensic  kind. 


AMERICAN   GRAMMAR.  113 

2.  about  it, 

is  a  complete  minor  section  of  the  insentensic  kind,  simple  relation, 
referring  to  its  own  part  of  its  superior  section. 

Close  Reading. — And  set  a  hedge  about  it. 

Its  own  part  is  that  part  of  the  superior  section  with  which  the  in- 
ferior makes  sense. 

Generally,  however,  the  inferior  section  will  make  sense  with  all 
the  superior — and  when  it  does,  the  construing  should  be  performed 
in  the  usual  phraseology ;  namely,  "  referring  to  its  superior  sec- 
tion" 

N.  B.  Let  the  pupil  construe  this  verse,  and  all  the 
following  Exercises,  according  to  the  preceding  speci- 
men. To  aid  him  in  the  beginning ',  the  first  example  is 
broken  into  sections. 

EXERCISES. 

1.  A  certain  man  planted  a  vineyard,  and  set  a  hedge„ 
and  built  a  tower,  and  digged  a  place,  and  let  it  out,  and 
went. 

2.  about  it, 

3.  for  the  wine-vat. 

4.  to  husbandmen. 

5.  into  afar  country. 

1.  Verily,  verily,  I  say  unto  you,  he  that  entereth  not 
by  the  door  into  the  sheepfold,  but     ,     climbeth  up     , 

some  other  way,  the  same  is  a  thief  and  a  robber 

1  [I  say] 

(  Verily,  verily  he,  the  same  is  a  thief  and  a  robber) 

(unto  you,) 

(that  entereth  not) 

(by  the  door) 

(into  the  sheepfold,) 

(but  that  climbeth  up,) 

(by  some  other  way.) 

2.  Mere  system  makers  invariably  rely  upon  the  au- 
thority of  great  names,  for  the  truth  and  value  of  their 
theories.     (5  sections.) 

Should  for  be  repeated  before  value,  the  sentence  would  com- 
prise six  sections. 

3.  Nature  has  bestowed,  on  man,  a  bodily  figure        , 
,         completely  adapted  to  his  mind,     f  4  sections.) 

k  2 


114  amp:rican  grammar. 

4.  There  is  a  generation— Q,  how  lofty  are  their  eyes 
— and  their  eye-lids  are  lifted  up.     (4  sections.) 

5.  "  There  is  a  wicked  man  that  hangeth  down  his 
head  sadly,  casting  down  his  countenance,  and  making 
as  if  he  heard         ,         not.     (3  sections.) 

"  There  is  a  wicked  man"  is  the  major  section. 

"  That  hangeth  down  his  head  sadly,  casting  down  his  counte- 
nance, and  making,"  is  a  minor  section. 

"  Making"  is  not  impartial,  but  partial.  This  word  is  not  used  in 
this  instance  in  its  oxen  sense  ;  but  in  the  sense  of  appearing. 

LUKE  XXIII. 

1.  And  the  whole  multitude  of  them,  arose  and  led 
him  unto  Pilate.     (3  sections.) 

2.  And  they  began  to  accuse  him,  saying,  we  found 
this  fellow  perverting  the  nation,  and  forbidding  to 
give  tribute  to  Caesar,  saying  that  he  himself  is  Christ, 
a  king.     (4  sections.) 

I. — The  word,  that,  is  an  insentensic  pro  noun,  representing  "  h* 
himself  is  Christ,  a  king." — (See  observation  upon  that,  page  103.) 

II. — By  supplying  the  sentensic  words  before  the  noun,  "king." 
another  section  might  be  formed;  as,  "who  is  a  king." 

But  there  is  no  good  reason  for  this. 

3.  And  Pilate  asked  him,  saying,  art  thou  the  king 
of  the  Jews?  and  he  answered  him,  and  said,  thou  sayest 
it.     (5  sections.) 

It  frequently  happens  that  some  partial  insentensic  adjective  is 
understood  before  the  insentensic  pro  noun  which  follows  answer, 
ask,  &c.  But  in  the  above  instance,  asked  evidently  refers  to  him. 
And  Pilate  asked  him.  That  is,  he  questioned  him,  saying,  art 
thou,  &c. 

However,  the  teacher  who  is  of  the  opinion  that  of  is  understood 
before  him,  and  that  asked  refers  to  the  engrossed  noun,  "  art  thou 
the  king  of  the  Jews"  may  make  six  sections.  The  major,  will 
then,  be — 

"  And  Pilate  asked,  saying." 

N.  B.  The  engrossed  noun,  art  thou  the  king  of  the  Jews,  must 
not  be  included  in  construing — before  the  pupil  comes  to  parse  these 
exercises,  he  will  have  learned  what  disposition  to  make  of  this 
kind  of  construction. 

N.  B.  When  the  question  is  asked  and  the  answer  begins  with  a 
capital,  the  question  is  one  sentence — and  the  answer  another.  But 
if  the  answer  does  not  begin  with  a  capital,  both  question  and  an- 
swer are  included  in  one  sentence,  and  of  course  there  can  be  but 
one  major  section. 


AMERICAN  GRAMMAR.  115 

4.  Then  said  Pilate  to  the  chief  priest,  and  to  the 
people,  I  find  no  fault  in  this  man.     (5  sections.) 

5.  And  they  were  the  more  fierce,  saying*,  he  stirreth 
up  the  people,  teaching  ,  throughout  all  Jewry, 
beginning  from  Galilee,  to  this  place.     (5  sections,) 

6.  When  Pilate  heard  of  Galilee,  he  asked,  whether 
the  man  was  a  Galilean.     (4  sections.) 

The  words,  he,  and  Pilate  have  changed  positions, — and  in  read- 
ing the  major  sections,  Pilate  should  occupy  the  place  where  Ac  now 
stands — 

[Pilate  asked  when]  (he  heard)  (of  Galilee)  (whether 
the  man  were  a  Galilean.) 

The  word — when,  refers  not  to  heard,  but  to  ashed.  This  may 
be  rendered  quite  evident  by  the  reference  of  the  minor  section, 
"  at  the  time." 

"  At  the  time"  Pilate  heard  of  Galilee,  he  asked  whe- 
ther the  man  were  a  Galilean. 

.Now — does  at  the  time  refer  to  Pilate  heard  or  to  he  asked?  If 
it  refers  to  Pilate  heard,  the  sense  is  this — 

Pilate  heard  of  Galilee  at  the  time  he  asked  whether 
the  man  were  a  Galilean!! 

But  the  meaning  is  retained,  when  at  the  time  is  referred  to 

asked — 

Pilate  asked  at  the  time  he  heard  of  Galilee,  whether 
the  man  were  a  Galilean. 

7.  And  as  soon  as  he  knew  that  he  belonged  unto 
Herod's  jurisdiction,  he  sent  him  to  Herod,  who  himself 
was  also  at  Jerusalem  at  that  time.     (8  sections,) 

The  major  section — And  he  sent  him  as  soon. 

As,  in  the  major  is  an  adjective,  referring  to  soon — and  soon  is  an 
adjective,  referring  to  sent. 

As,  in  the  minor  is  a  partial  insentensic,  subjoining  its  own,  to  its 
superior  section. 

8.  And  when  Herod  saw  Jesus  he  was  exceedingly 
glad;  for  he  was  desirous  to  see  him  for  a  long  season, 
because  he  had  heard  many  things  of  him;  and  he 
hoped  to  have  some  miracles  done  by  him.     (S  sections.) 

Note. — Major  section.     And  Herod  was  exceedingly  glad  when, 

By  grace  are  ye  saved,-  (  ,  ,  )  through  faith 
(4  sectio?is). 


116  AMERICAN  GRAMMAR. 

For  we  know  that  if  our  earthly  house  of  this  taber- 
nacle, was  dissolved,  we  have  a  building  (  ,  , 

,  )  of  God,  (         ,         ,         an  house)  (  , 

not  made  with  hands;         ,         ,         ,         eternal  in  the 
heavens.     (11  sections.) 

For  we  walk  by  faith;  ,  ,  ,  not  ,  by 
sight.     (4  sections.) 

Wherefore  we  labour  that,  whether  ,         , 

present  or  absent,  we  may  be  accepted  of  him.     (4  sec- 
tions). 

The  chief  captain  commanded  him  to  be  brought  into 
the  temple,  and  that,  he  should  be  examined  by  scourg- 
ing.    (4  sections.) 

^Tke  major  section — 

"  The  chief  captain  commanded  him  to  be  brought,  and  that" 

And  the  chief  captain  answered,  with  a  great  sum  ob- 
tained I  this  freedom.     (3  sections.) 

Major  section — 

tl  And  the  chief  captain  answered." 

And  as  they  bound  him  with  thongs,  Paul  said  unto 
the  centurion  who  stood  by  ,  is  it  lawful  for  you 
to  scourge  a  man  that  is  a  Roman,  and  ,  , 

uncondemned  ?    (11  sections.) 

Note  I. — The  insentensic  sections,  which  are  founded  upon  time, 
space,  or  distance,  are  very  frequently  elliptical — and  in  such  instan- 
ces, on, for,  during,  over  or  through  is  understood;  as,  He  went 
,         last  week. 

That  is,  on  last  week. 

Note  II. — When  the  receiver  is  mentioned  before  the  thing  re- 
ceived, for,  to  or  unto  is  generally  understood  ;   as,  Give  , 
me  some  water. 

That  is,  to  or  unto  me. 

To,  except  in  the  partial  construction,  is  understood  before  the 
sentensics  which  come  after  the  superior  part,  that  has  either  bid, 
dare,  make,  see,  hear,  feel,  let  in  any  form  ;  as,  I  saw  him  walk. 

That  is,  to  walk. 

Exercises  under  the  preceding  Notes. 

He  lived  in  London  ,         a  year.     (2  sections.) 

He  remained  at  home       ,       six  years.     (3  sections. 
He  travelled  in  the  United  States       ,        three  years. 
(3  sections.) 


AMERICAN  GRAMMAR.  IT/ 

He  returned  ,         last  evening.     (2  sections^) 

He  studied  grammar         ,         six  hours        ,        each 

day.     (3  sections.) 

He  wrought  ,  every  minute  of  his  time.  (3  sec- 
tions.) 

Will  you  give         ,         me  your  opinion  of  the  affair. 

ctions.) 
He  remained  at  home         ,         six  years.  (3  sections.) 
They  travelled  in  the  United  States  ,  two 

years.     (3  sections,) 

They  returned         ,         last  Monday.     (2  sections.) 
Give         ,         ,         him  some  paper.     (2  sections.) 
He  will  give         ,         you  a  book.     (2  sections.) 
He  gave         ,         me  some  apples.     (2  sections.) 
I  dared  him         ,         come  to  me.     (2  sections.) 
He  had  heard  her       ,       sing  that  tune,     (l  section.) 
I  feel  them      ,      move  among  the  leaves.  (2  sections.) 
He  bade  me         ,         depart  from  him,  to  the  house. 

(3  sections.) 

I  saw  the  lads         ,         rush  into  that  house.     (2  sec- 

tions.) 

I  thought  that  it  was  he,  whom  I  saw         ,         move. 

(3  sections.) 

Him  that  is  great       ,       let  him      ,     be  the  younger. 

2  sections.) 

[Him  thou  let  him  to  be  the  younger]  (that  is  greatj 

They  think  it  to  be  me  whom  they  had  so  much  in- 
jured.    (2  sections.) 

The  teacher  bade  him         ,         read  his  book. 

[Let      ,      him       ,       hear']  (that  hath  an  ear  to  hear.) 

Note  I. —  Thou,  ye,  or  you  is  generally  understood  after  the  sen- 
tensics  in  the  imperative,  and.  in  the  petitionary  section  ;   as,  Go 

,      .  Bring      ,      the  book.     Forgive       ,      our  sins.  Have      , 
mercy  on  us. 

Note  II. — The  name  which  makes  the  mere  address,  with  ita 
adjected  words,  forms  a  distinct  section  ;  as,  My  good  boy.  thou 
hast  come  too  late. 

Exercises  under  the  preceding  Notes. 
Hearken         ,         unto  me,  my  people.      (3  sections.) 
Give         ,         ear  unto  me,  my  nation.     (3  sections.) 
Jerusalem,  awake  ,  and  stand  up.     (2  sec- 

tions.) 


IIS  AMERICAN    GRAMMAR. 

Liberty,  thou  wast  once  delightful  to  every  Swiss. 
(3  sections.) 

My  Lords,  I  am  opposed  to  this  bill.     (3  sections.) 

Gentlemen  of  the  jury,  I  feel  that  I  have  much      , 
to  combat  in  advocating  the  cause  of  humble  poverty 
against  pampered  oppression.     (7  sections.) 

Behold  ,  the  Lord's  hand  is  not  shortened 
that  he  cannot  save         ,         .     (3  sections.) 

Let  ,  the  words  of  my  mouth,  and  the  medi- 
tations of  my  heart  ,  be  acceptable  in  thy  sight. 
(4  sections.) 


PART  III. 

SYNTAX. 


■Syntax  comprises  the  principles  of  constructing 
sentences  from  words.  Syntax  may  be  divided  into 
government,  agreement  and  position. 

1.  Government  respects  the  influence  which  one 
word  exerts  over  another  in  giving  it  some  particular 

form  or  character;  as,  thou  writ  est  well. 

"  Thou"  gives  the  sentensic,  "  write,"  the  st  form. 

2.  Agreement  respects  the  exact  correspondence  in 
some  of  the  properties  of  two  or  more  wordsj  as, 
"  those  ladies  send  their  respects  to  you." 

Those,  ladies  and  their  agree  in  number;  all  being  plural. 

3.  Position  respects  the  place  of  a  word,  or  a  sec- 
tion,  in  reference  to  another  word,  or  another  section; 
as,  they  rode  for  two  days  together;  I  will  call,  and  pay 
you  again. 

By  the  position  of  "  together,"  the  days  are  represented  as  being 
together.  And  by  the  position  of  "  again,"  the  speaker  is  made  to 
say,  that  he  will  repeat  the  payment.  In  the  following  construc- 
tion, the  above  sentences  are  changed  in  meaning — "  They  rode 
together  for  two  days,"  "  I  will  call  again,  and  pay  you." 

OBSERVATIONS. 

Some  of  the  sentensic  nouns  affix  the  s,  es,  th,  t  and  si 
inflections  to  the  sentensic  adjectives^  as,  He  has 
written,  He  writes,  Thou  hast  written. 

Others  cut  off  these  inflections^  as,  I  have  written. 
They  have  written,  We  write. 


AMERICAN  GRAMMAR.  119 

These  affixes,  s,  es,  th,  t  and  st,  are  called  sentensic 
inflections,  first,  because  they  are  produced  by  the  sen- 
tensic noun — secondlyj  because  they  belong  to  the  sen- 
tensic adjectives. 

The  s,  es  and  th  inflections  belong  to  sentensics  of 
the  present,  and  imperfect  tense  only;  as,  He  writes, 
He  has  written. 

The  t  and  st  run  through  all  the  tenses;  as,  Thou 
writes/,  Thou  has/  written,  Thou  hads/  written,  Thou 
wilf  write. 

QUESTIONS. 

What  is  Syntax  ? 

Into  how  many  parts  is  it  divided? 

What  is  the  first  part? 

What  is  the  second  part  ? 

What  is  the  third  part  ? 

Do  all  sentensic  nouns  affix  the  sentensic  inflections? 

Do  any  sentensic  nouns  cut  off  the  sentensic  inflections? 

Will  you  repeat  the  sentensic  inflections? 

Why  are  these  affixes  called  sentensic? 

Where  there  are  two  or  more  sentensics,  are  the  sentensic 
inflections  given  to  the  first,  second,  third  or  fourth  adjective?— 
Always  to  the  first. 

It  may  be  well  to  observe  here,  that  the  old  British  Rule ,:  The 

Verb  must  agree  with  its  Nominative  case  in  Number  and  Person," 
is  intended  for  the  regulation  of  the  sentensic  inflections.  Had 
these  inflections  never  existed,  this  Rule  would  never  have  had  a 
place  in  English  Grammars.  This  Rule,  however,  has  not  the 
least  bearing  upon  these  inflections — it  is  even  applied  where  these 
affixes  are  not  found;  as,  he  wrote!  (See  Appeal,  chap.  xi. 
page  307.) 

Rule  I. 
/  and  the  sentensic  representatives*  of  /  and  me,  re- 
quire am  or  was,  and  cut  off  the  inflections  from  all 
other  sentensics;  as,  I  am,  I  was,  I  write,  [I  (that  am 
now  weak)  was  once  strong,]  [When  (the  child  saw 
me)  who  am  its  present  protector,]  &c. 

Questions  on  Rule  I. 
What  is  the  first  rule  in  Syntax  ? 
What  does /do? 

What  are  the  sentensic  representatives  of /and  me? 
What  does  that  do  when  it  represents  /or  me? 
Can  which  properly  represent  /or  me? 

*  Who  and  that  are  the  only  proper  representatives  of/  and  me. 
Which  should  never  represent  /  or  me — for,  "  I  tohich  am  your 
pupil,"  is  bad  English. 


]£0  AMERICAN  GRAMMAR. 

Specimen  of  correcting  bad  English,  in  which  there  is  an 
application  of  the  first  Rule, 

"I  laughs." 

Improper — the  error  lies  in  the  5  inflection  of  laugh.  The  im- 
propriety is  a  violation  of  Rule  first  which  says,  &c  (Here  let  the 
pupil  repeat  the  Rule.) 

Therefore  it  should  be,  I  laugh. 


The  pupil  should  not  say  the  error  lies  in  is,  canst,  $*c,  but  in 
the  t,  st,  s,  es  or  th  inflection,  or  in  the  use  of  is  for  am,  &c. 

Exercises  to  be  corrected  according  to  the  preceding  Spe- 
cimen. 

I  sings  very  little. 

I  be  in  good  health. 

I  canst  read  French. 

I  wilt  return. 

I  wast. 

I  art. 

lis. 

I  runs. 

I  believest. 

Says  I. 

Thinks  I  to  myself. 

Says  I,  you  can  not  return. 

I  gets  up,  and  goes  to  my  business. 

"The  child  saw  me]  (who  is  its  present  protector,  j 

"They  called  me]  (that  speaks)  (to  you.) 

'I  (that  reads  so  well)  is  now  to  declaim.] 

"I  (who  art  bad)  must  repent.] 

"I  (that  art  friendly)  (to  all)  are  glad  to  see  thee,  | 

T  (who  teaches  thee)  art  thy  brother.] 

Rule  II. 

If  there  is  no  command  or  petition,  thou  and  the  sen- 
tensic  representatives*  of  thou  and  thee,  require  art  or 

*  Who  and  that  are  the  only  proper  representatives  of  thou  and 
thee. 

As  which  is  improperly  applied  to  persons,  it  cannot  be  a  proper 
representative  of  thou  or  thee — yet  if  any  will  incur  the  penalty  of 
error  in  the  use  of  this  word,  which  must  in  such  instances,  be  sub- 
ject, to  Rule  II. 


AMERICAN  GRAMMAR.  1£1 

and  give  the  t  or  st  inflection  to-  all  other  senten- 
sics;  as,  Thou  art.  Thou  ivast^  If  thou  art^  If  thou  wast 
there.  Wast  thou  there,  Thou  couldst  see  thy  friend,  [I 

saw  thee]  (who  didst  betray  my  friend.) 

Questions  on  Rule  II. 

What  is  the  second  rule  in  Syntax? 

What  does  thou  do  where  there  is  neither  a  command  nor  petition  r 

What  are  the  sentensic  representatives  of  thou  and  thee? 

What  does  that  do  where  it  represents  thou  ? 

What  does  that  do  when  it  represents  thee? 

What  does  who  do  when  it  represents  either  thou  or  thee  $ 

Specimen  of  correcting  by  Bide  II. 
I  hope  that  thou  am  well. 

Improper — the  error  lies  in  the  use  of  am  for  art. 

The  impropriety  is  a  violation  of  Rule  second,  which  say?,  &'c, 

Therefore  it  should  be  I  hope  that  thou  art  well. 

EXERCISES. 

Is  thou  reading1,  Charles? 

Thou  is  my  friend. 

Perhaps  thou  be  a  teacher. 

Thou  smiles. 

Thou  are  in  error,  Thomas. 

Thou  wrote  too  soon. 

Thou  am  called  a  hasty  man. 

Why  am  thou  not  a  philosopher? 

Do  thou  love,  thy  neighbour? 

Thou  loved  thy  brother  too  little. 

Thou  did  not  see  him. 

Thou  has  a  fine  book,  Stephen. 

Thou  were  at  my  house. 

Thou  saw  him  with  me. 

"The  child  saw  thee]  (who  am  its  present  protector.) 

"They  called  thee]  (that  speaks)  (to  you.) 

"Thou  (that  reads  so  well)  am  now  to  declaim.] 

=Thou  (who  is  bad)  should  repent.] 

Note. — All  Sentensic  Adjectives  should  remain 
in  their  simple  state  where  there  is  a  command  or  a  pe- 
tition without  a  declaration  or  question^  as,  Give  me  a 

L 


122  V  AMERICAN  GRAMMAR. 

book,  Forgive  us  our  debts  as  we  forgive  our  debtors 
Have  mercy  upon  .us.* 

Specimen  of  correcting  by  Bule  11. 
Gives  me  a  book,  John. 

Improper— the  error  lies  in  the  5,  inflection  of  give. 

The  impropriety  is  a  vioiation  of  Note  first,  which  says,  &c. 

Therefore  it  should  be  give  me  a  book,  John. 

EXERCISES. 

Comes  here,  Charles,  and  read. 

Writes  these  copies  accurately,  John. 

Comes  in,  Sir. 

Returns  to  me,  John,  immediately. 

Forgives  thou  us  our  sins. 

Has  thou  mercy  upon  us. 

Rule  III. 

The  singular  sentensic  noun  of  the  third  order  re- 
quires is  or  was,  and,  if  the  word  can  take,f  gives 'the 
s,  es  or  th  inflection  to  all  other  sentensics  of  the  pre- 
sent, and  imperfect  tense;  as,  He  is,  He  was,  He  hasA 
or  hath  written,  The  jury  has,  or  hath  agreed. 

OBSERVATIONS. 

Good  writers  have  long  been  in  the  constant  practice  of  using 
were,  in  certain  instances,  with  the  sentensic  noun  of  the  first  or- 
der singular,  wert  with  the  sentensic  noun  of  the  second  order  sin- 
gular,  and  were  with  the  sentensic  noun  of  the  third  order  singular* 
as,  If  .were  there,  If  thou  wert  there,  If  he  were  there,  Were  I 
there,  Wert  thou  there,  Were  he  there,  &c. 

The  use  of  these  substitutes  (were,  wert)  for  he,  is  inconsistent 
with  the  nature  of  that  relation  which  exists  between  the  sentensic 
noun  and  the  sentensic  adjective.  Nor  is  this  use  of  these  forms 
consistent  with  the  custom  of  using  other  sentensic  adjectives  to 
accomplish  the  same  object.    The  object  is  to  mark  present  time  by 

*  A  command  may  be  given  in  a  declaratory  form;  as,  Thou 
shalt  not  steal,  Thou  skalt  return.  ' 

A  petition  may  be  made  in  the  interrogative  form;  as,  Will  you 
give  me  a  book,  Charles?  '      '  ™u 

\  May,  can  must  might,  could,  would,  should,  will,  shall  and 
ought  cannot  take  the  s,  es  or  th  inflection. 

I  Every  name  of  an  assemblage  or  collective  body,  is  singular 
unless  it  has  the  plural  form;  as,  Jury,  Church,  Co^tt^Col 


AMERICAN  GRAMMAR.        -  1£S 

the  perfect  tense  form;  as,  Were  I  well,  I  would  attend  ;  if  I  were, 
there,  I  would  inform  him  of  his  danger.  That  is,  iccre  1  now  well, 
If  I  were  now  there.  &c. 

But  as  was  may  express  the  present  time  with  as  much  precision 
as  were,  why  should  were  be  preferred  ?  That  other  sentensics  are 
used  in  the  perfect  tense  form,  to  mark  present  time  without  any 
peculiar  modification,  may  be  seen  from  the  following  instances — 

1.  If  he  wrote  a  good  hand,  he  might  be  employed  as 
clerk.     (Present  tense,) 

2.  Did  he  write  well,  I  would  employ  him.  (Present 
tense.) 

3.  Had  he  a  book,  he  would  learn  Grammar.  (Pre- 
sent tense.) 

4.  Hadst  thou  a  teacher,  thou  couldst  be  taught. 

Now,  uniformity  seems  to  require  that  wrote,  did,  had  and 
hadst  should  be  thrown  into  some  peculiar  form,  when  their  perfect 
tense  inflections  are  used  to  denote  present  time.  But  instead  of 
seeking  for  uniformity  in  new  forms  for  all  sentensics  in  such  in- 
stances, would  it  not  be  wiser  to  obtain  it  by  abandoning  were  and 
wert  by  adopting  was  and  wast  f 

1.  Was  I  a  good  writer,  he  would  employ  me. 

2.  Wast  thou  a  good  scholar,  thou  couldst  be  em- 
ployed in  teaching. 

3.  If  I  was  in  Boston,  I  could  see  my  friends. 

4.  If  thou  wast  well,  we  would  return. 

These  forms  are  also  used  in  the  perfect  tense,  when  the  sentence 
nouns  are  singular;  as, 

If  I  were  in  Boston  last  week,  he  did  not  know  it,  If 
thou  wert  in  Boston  last  week,  I  did  not  know  it,  If  he 
were  in  Boston  last  week,  I  did  not  know  it. 

If  had  English  consists  in  a  deviation  in  the  use  of  any  or  of  all 
the  words  of  our  language,  from  its  true  genius,  the  above  use  of 
were  and  wert,  is  certainly  incorrect. 

There  are  those,  however,  who  will  attempt  to  sanction  this  use 
— they  will  resort  to  the  subjunctive  mode.  But  as  this  old  sub- 
junctive mode  is  a  mere  grammatical  dream,  ungrammatically  told, 
and  beyond  interpretation,  no  argument  from  this  source,  can  sus- 
tain the  use  of  these  forms. 

Rules  I.  II.  and  III.,  are  founded  upon  the  true  relation  which 
exists  between  Be  and  the  sentensic  nouns — and  a  conformity  to 
these  rules  is  recommended,  not  only  by  truth,  but  by  simplicity 
and  consistency. 

Specimen  of  correcting  by  Rule  III. 
He  write  to  his  friend  every  week. 


124 


AMERICAN  GRAMMAR. 


Improper — the  error  lies  in  the  omission  of  the  5  inflection  of 
write. 
The  impropriety  is  a  violation  of  Rule  III.  which  says,  &c. 
Therefore  it  should  be,  He  writes. 


EXERCISES. 

He  am  with  John. 
Joseph  art  my  brother. 
She  are  his  sister. 
Stephen  walk  with  me  daily. 
It  rain  quite  fast. 
She  sing  sweetly. 
James  have  a  new  book. 
He  write  his  copies  too  fast. 
John  have  returned. 
She  move  gracefully. 
He  drink  too  much  water. 
The  apple  taste  sweet. 
The  grass  grow  high. 
He  appear  well. 
Neither  precept  nor  discipline    are    so  forcible    as 
example. 

Either  the  boy  or  the  girl  were  present. 

-Neither  character  nor  dialogue  were  yet  understood. 

Either  money  or  credit  are  necessary  to  all. 

John  or  James  write  letters. 

Were  he  or  his  mother  at  church? 

There  are  enough  already. 

Parliament  have  at  length  dissolved. 

The  court  have  disagreed. 

The  jury  are  not  unanimous  in  opinion. 

The  committee  agree  upon  this  point. 

The  meeting  were  well  attended. 

The  Hock  are  fed. 

When  the  nation  complain,  its  rulers  should  listen. 

The  regiment  consist  of  a  thousand  men. 

The  crowd  are  so  great  that  I  cannot  get  through  it. 

The  weight  are*  sixty  pounds. 

Sixty  pounds  is  the  weight. 


*The  preceding  sentensic  noun  controls    the  "sentensic    adjee 
tive  ;  as,  The  wages  of  sin  are  death,  Death  is  the  wages  of  sin 


AMERICAN  GRAMMAR.  125 


Rule  IV. 


Plural  sentensic  nouns  or  singular  ones  subjoined  by 
and,  cut  off  all  the  sentensic  inflections,  and,  except  in 
a  command  or  a  petition,  require  are  or  were  ;  as,  You 
write.  Ye  are.  He  and  I  were. 

Specimen  of  correcting  by  Rule  IF. 
u  We  is  well  pleased." 

Improper — The  error  lies  in  the  use  of  is  for  are. 

The  impropriety  is  a  violation  of  Rule  IV,  which  says,  &e 

Therefore  it  should  be,  We  are  well  pleased. 

EXERCISES. 

They  be  fine  apples. 

You  is  good  children,  James  and  Nancy* 

Ye  art  reading  my  part. 

They  was  in  Philadelphia. 

They  am  not  in  this  place  now. 

The  gentlemen  art  all  satisfied^  and  the  ladies  is  much 
pleased. 

These  lads  runs. 

Hence  comes  wars. 

What  signifies  good  opinions? 

Disappointments  sinks  the  heart. 

[Fifty  pounds  (of  wheat)  contains  forty  pounds]  (of 
Hour.) 

Socrates  and  Plato  was  eminent  philosophers. 

The  son  and  father  meets  together. 

Life  and  death  is  in  the  power  of  the  tongue. 

The  time  and  place  was  appointed. 

Idleness  and  ignorance  is  the  parent  of  many  vices. 

I,  thou  and  he  writes. 

Wisdom,  virtue  and  happiness  dwells  there. 

Every  plant,  every  flower  and  every  drop  of  water 
abounds  with  living  creatures. 

Every  desire  of  the  heart,  and  every  secret  thought 
is  known  to  htm  who  made  us. 

Each  day,  and  each  hour  brings  some  business  that 
requires  our  attention. 

It  is  observed  by  Mr.  Comly,  that"  When  the  adjective  tack,  ttt* 
ry  or  no  relates  to  two  or  more  nouns  of  the  singular  number,  the 

L  2 


i&6  AMERICAN   GRAMMAR. 

verb  must  agree  with  each  of  them  in  the  singular  number;  as. 
Every  leaf,  and  every  twig  teems  with  life." 

If  the  ground  here  taken  is  good,  Mr.  Comly  should  extend  his 
list  of  adjectives — for  the  repetition  of  the,  a,  this  and  that,  gives 
the  same  degree  of  emphasis  and  fulness  which  a  repetition  of  each, 
every  or  no  produces  ;  as,  The  leaf,  the  twig,  and  the  flower  teem 
with  life.  If  Mr.  Comly  is  right,  this  principle  should  be  required 
in  the  insentensic  part  of  the  sentensic  section  as  well  as  in  the 
sentence  part — hence  the  sentensic  adjective  which  refers  to  the 
first  insentensic  noun  cannot  refer  to  the  second;  as,  I  saw  every 
leaf  and  every  twig  ! 

Now  if  and  cannot  subjoin  twig  to  leaf  \  saw  must  be  repeated  ; 
as,  I  saw  every  leaf,  and  saw  every  twig  ! 

That  Mr.  Comly  is  opposed  to  grammatical  consistency  is  not  for 
us  to  assert  ;  but  that  he  is  opposed  to  himself  will  appear  evident 
from  a  perusal  of  the  following  quotation  taken  from  the  very  page 
of  his  grammar,  which  presents  the  above  rule  given  in  the  form  of 
a  note  ! 

'•  But  in  cases  where  the  subjects  convey  different  ideas,  and  the 
verb  is  intended  to  be  applied  to  any  one  of  them,  or  to  each  of  them 
separately,  they  should,  be  connected  by  the  conjunction  or,  and  come, 
under  Rule  4th.'1 

Note  I. — When  the  sentensic  nouns  are  singular,  and  of  diffe- 
rent orders,  the  last  controls  the  sentensic  adjective;  as,  I  or  thou 
art  in  error,  Thou  or  I  am  in  error. 

EXERCISES. 

Neither  thou  nor  he  wast  present. 
Neither  he  nor  thou  was  present. 

Note  II. — When  the  sentensic  nouns  are  of  different  numbers. 
the  last  controls  the  sentensic  adjective  ;  as,  I  or  they  are  in  error. 
They  or  I  am  in  error. 

EXERCISES. 

Neither  they  nor  he  were  present. 
Neither  he  nor  they  was  present. 

Rule  V. 

Have  and  be  through  all  their  variations  give  the  fol- 
lowing sentensic  a  conjunctive  form;  as,  I  am  readings 
I  h&ve  begun,  I  have  written.  The  book  is  written,  I  am 
writing,  Letters  are  written. 

Specimen  of  correcting  by  Rule  V. 

I  have  did  it. 

Improper— The  error  lies  in  the  want  of  the  conjunctive  form  of 
did. 

The  impropriety  is  a  violation  of  Rule  V.  which  says,  &c 
Therefore  it  should  be,  I  have  done  it. 


AMERICAN   GRAMMAR,  127 

EXERCISES. 

»I  have  came. 

It  was  drank. 

The  birds  have  flew. 

He  has  wrote  his  copy. 

I  would  have  wrote  a  letter. 

He  had  mistook  his  true  interest. 

The  coat  had  no  seam,  but  was  wove  from  the  top 
throughout. 

The  French  language  is  spoke  in  every  kingdom  in 
Europe. 

His  resolution  was  too  strong  to  be  shook  by  opposi- 
tion. 

The  horse  was  stole. 

They  had  chose  the  part  of  honour  and  virtue. 

The  Rhine  was  froze  over. 

She  was  invited  into  the  drawing  room. 

My  people  have  slid  backward. 

He  has  broke  the  bottle. 

Some  fell  by  the  way  side,  and  was  trod  down. 

The  price  of  cloth  has  lately  rose  very  much. 

The  work  was  very  well  execute. 

His  vices  have  weaken  his  mind,  and  broke  his 
health. 

OBSERVATIONS. 

The  conjunctive  forms  of  a  sentensic  are  called  pure 
and  impure.  The  pne  which  is  so  purely  or  entirely 
conjunctive  that  it  can  be  used  only  in  connection  with 
another  sentensic,  is  pure;  as,  I  have  written.  The  bird 
has  Jlown j  I  am  saying  that  he  was  there. 

That  which  may  be  used  either  with,  or  without  an- 
other sentensic,  is  impure  $  as,  I  have  walked,  I  walked  9 
He  cried,  saying,  have  mercy  upon  us. 

The  pure  conjunctive  form  should  never  be  used  without  have  or 
te  either  expressed  or  understood  ;  as,  He  done  it  yesterday,  I  seen 
hifip  at  church. 

Rule  VI. 

When  the  time  and  event  both  exist  at  the  period  in 
which  they  are  mentioned,  with  no  other  cessation 
than  occasional  intermission,  the  present  tense  should  be 

e  d  r 


I £8  AMERICAN  GRAMMAR. 

1.  They  frequently  call  on  us. 

2.  He  sometimes  purchases  of  me. 

3.  They  are  now  and  then  in  the  city. 

4.  Thou  payest  yearly. 

5.  He  goes  into  the  country  daily. 

The  sentensic  adjective  frequently  has  the  present  tense  form 
with  a  view  to  animate  by  bringing  past  events  apparently  into  the 
present  period  ;  or  to  enliven  and  impress  by  seeming"  to  re-act  the 
scene  ;  as,  Gentlemen  of  the  jury,  he  plunges  the  dagger  into  her 
vitals,  and  takes  her  life  for  no  better  reason  than  that  of  revenge. 

Both  time  and  event  are  supposed  to  have  passed,  but  the  speaker 
to  make  a  deep  impression  uses  the  present  tense. 

Observation  I. 

The  imperfect  tense  should  be  used  where  a  portion 
of  the  time  within  which  the  event  is  placed,  yet  re- 
mains; as, 

1.  I  have  written  a  letter  to-day. 

2.  I  have  seen  him  twice  in  my  life. 

3.  I  have  never  drunk  better  water. 

A  portion  of  my  life  yet  remains — and  as  these  events  are  placed 
within  the  period  of  my  life,  the  imperfect  tense  must  be  used.  He 
who  has  passed  completely  through ;  or  he  whose  period  of  life  is 
perfectly  passed  off,  may  look  back  through  the  perfect  tense  ;  as, 

1.  I  saw  him  twice  in  my  life! 

2.  I  never  drank  better  water  in  my  life! 

Specimen  of  correcting  under  Observation  1. 
"I  wrote  to  my  brother  to  day/' 

Improper — The  error  lies  in  the  use  of  the  perfect  tense.  The 
impropriety  is  a  violation  of  Observation  I.  which  says,  &c.  There- 
fore it  should  be,  I  have  written  to  my  brother  to-day. 

EXERCISES. 

I  saw  my  uncle  Thomas  in  market  this  morning. 

Mr.  Jones  made  a  thousand  dollars  this  year. 

John,  did  you  do  the  job  yet? 

Did  you  see  your  sister  since  you  have  been  in  Phi- 
ladelphia ? 

I  purchased  this  book  this  evening. 

I  spoke  with  my  brother  since  I  went  out. 

Will  you  go,  James  ?  No,  I  concluded  to  remain  at 
home. 


AMERICAN  GRAMMAR.  129 

Observation  II. 

When  the  period  of  time  within  which  the  event  is 
placed,  is  all  passed  off,  the  perfect  tense  should  be 
used ;  as, 

1.  I  wrote  a  letter  to  my  brother  yesterday. 

2.  I  eat  better  fruit  when  I  was  in  New-York  than  I 
have  eaten  since. 

3.  I  drank  excellent  wine  in  Boston  last  year. 

Specimen  of  correcting  bad  English  by  Observation  11. 
I  have  made  out  very  well  last  year. 

Improper— The  error  lies  in  the  use  of  the  imperfect  tense  where 
the  time  is  perfectly  passed  off.  The  impropriety  is  a  violation  of 
Observation  II.  which  says,  &c.  Therefore  it  should  be,  I  made  out 
very  well  last  year; 

EXERCISES. 

I  have  written  to  my  brother  a  number  of  times  while 
he  was  in  Boston. 

While  I  was  writing  this  work  I  have. prepared  an- 
other for  the  press. 

He  has  seen  me  last  week  in  Philadelphia. 

Observation  III. 

Where  one  event  took  place  before  another,  the  first 
section  should  have  the  prior  perfect  tense  ;  as, 

1.  They  had  dined  before  I  arrived. 

2.  I  had  concluded  to  return  before  I  got  my  father's 
letter. 

Specimen  of  correcting  bad  English  by  Observation  111. 

I  returned  before  John  came  home. 

Improper — the  error  lies  in  the  use  of  the  perfect  tense  for  the 
prior  perfect.  The  impropriety  is  a  violation  of  Observation  III., 
which  says,  &c.  Therefore  it  should  be,  I  had  returned  before 
John  came  home. 

exercises. 

Joseph  wrote  his  copies  before  school  commenced. 
Jane  learned  her  lesson  before  she  went  to  school, 
God  created  the  earth  before  he  formed  man. 


130  AMERICAN  GRAMMAR. 

I  was  in  business  a  number  of  years  before  my  bro- 
ther's death. 

They  saw  me  twice  at  my  own  house  before  I  called 
on  them. 

Observation  IV. 

When  the  superior  part  of  the  section  is  founded 
upon  a  hop e,  command,  desire  or  intention,  the  inferior 
part  should  have  the  present  tense;  as, 

1.  They  meant  to  write  last  week. 

2.  We  desired  to  find  him  at  home. 

3.  They  bade*  him  return  the  booh. 

4.  I  told  him  to  bring  the  articles. 

This  observation  is  clear  and  important — clear  because  the 
prior  tense  would  denote  that  whatever  is  hoped  for,  commanded, 
desired  or  intended,  had  been  realised  before  even  the  existence 
of  the  hope,  command,  desire  or  intention — 

They  meant  to  have  written  last  week. 
We  desired  to  have  found  him  at  home. 

Specimen  of  correcting  by  Observation  IV. 

I  saw  him  to  have  drunk  the  wine. 

Improper— the  error  lies  in  the  use  of  the  prior  perfect  tense  for 
the  present.  The  impropriety  is  a  violation  of  Observation  IV., 
which  says,  &c.     Therefore  it  should  be  I  saw  him  drink  the  wine. 

EXERCISES. 

The  teacher  told  us  to  have  done  these  sums. 
They  intended  to  have  returned  home. 
We  hoped  to  have  seen  all  the  family  happy. 
They  desired  us  to  have  gone  home  with  them. 

Observation  V. 

Where  the  event  expressed  in  the  inferior  part  of  the 
section,  had  happened  before  that  expressed  in  the  su- 

*  If  bid,  dare,  make,  see,  behold,  hear,  feet,  need  or  have  is  found  in 
the  superior  part,  to,  except  in  the  partial  construction,  should  not 
be  expressed  in  the  inferior  j  as,  I  saw  him  write  this 

letter. 

Dare  forms  an  exception  to  this  note  when  it  signifies  to  chal- 
lenge. 


AMERICAN  GRAMMAR.  181 

perior,  the  prior  perfect  tense  should  be  used  in  the  in- 
ferior; as, 

1 .  I  was  delighted  to  have  seen  my  brother. 

2.  He  was  glad  to  have  paid  the  debt. 

2.  Here  it  is  clear  that  the  seeing  had  taken  place  before  the  de- 
light was  felt ;  as,  He  was  delighted  on  Saturday  to  have  seen  his 
brother  on  Friday. 

It  is  also  obvious  that  the  payment  had  been  made  before  the  glad- 
ness was  felt. 

Specimen  of  correcting  by  Observation  V. 

I  was  much  pleased  yesterday  to  see  you  the  day  be- 
fore at  my  house. 

Improper — the  error  lies  in  the  use  of  the  present  tense  for  the 
prior  perfect.  The  impropriety  is  a  violation  of  Observation  V., 
which  says,  &c.  Therefore  it  should  be,  I  was  much  pleased  yes- 
terday to  have  seen  you  the  day  before,  at  my  house. 

EXERCISES. 

I  was  very  sorry  last  evening  to  see  you  the  night 
before,  at  a  public  house. 

I  have  been  happy  to  day  to  see  you  at  church  last 
Sabbath. 

Observation  VI. 

When  the  events  in  both  parts  of  the  section  happen 
at  the  same  time,  both  parts  should  have  the  present 
tense,  or  the  superior,  the  perfect;  as, 

1. 1  am  delighted  to  see  you. 

2.  I  was  delighted  to  see  you  last  week. 

Specimen  of  correcting  by  Observation  VL 

I  was  delighted  to  have  seen  you. 

Improper — the  error  lies  in  using  the  prior  perfect  tense  for  the 
present.  The  impropriety  is  a  violation  of  Observation  VI.,  which 
says,  &c.    Therefore  it  should  be,  I  was  delighted  to  see  you. 

exercises. 

I  was  pleased  yesterday  to  have  seen  you  yesterday. 
I  hope  to  have  got  a  letter  to-day. 
I  see  you  to  have  written  the  letter. 


132  AMERICAN  GRAMMAR, 

Observation  VII. 
When  both  events   are  future,  and   one  is   to   take 
place  before  the  other,  have  should  follow  will  or  shall  * 
in  the  superior  section;  as, 

1.  I  shall  have  seen  the  merchant  before  you  return; 

2,  He  will  have  learned  his  lesson  by  10  o'clock. 

Specimen  of  correcting  by  Observation  VII, 
John  will  call  before  you  set  out  for  Boston, 

Improper — the  error  lies  in  the  omission  of  have,  after  will.  The 
impropriety  is  a  violation  of  Observation  VII.,  which  says,  &c. 

Therefore  it  should  be,  John  will  have  called  before  you  set  out 
for  Boston. 

EXERCISES. 

We  shall  get  some  news  at  1 1  o'clock. 
James  will  Write  you  before  next  week. 
He  will  send  you  the  book  before  you  want  it. 

Note. —  Will  in  the  second  order,  as  well  as  shall  in  the  second 
and  third,  is  never  followed  by  have,  in  a  declaratory  section ;  as: 

1.  I  will  have  written,  Sec. 

2.  Thou  shalt  have  written,  Sec. 

3.  He  shall  have  written,  Sec. 

There  is  an  obvious  absurdity  in  promising  in  such  instances 
But  to  foretel  is  consistent;  as, 

I  shall  have  written,  Sec. 
Thou  wilt  have  written,  Sec. 
He  will  have  written,  Sec. 

Shall,  in  the  first  order,  only  foretells;  as,  I  shall  go  to-morrow 
In  the  second,  and  the  third  order,  shall  promises,  commands,  or 
threatens;  as, 

You  or  they  shall  be  rewarded,  Thou  shalt  not  steal. 
The  soul  that  sinneth,  it  shall  die. 

Will,  in  the  first  order,  denotes  a  promise,  or  a  resolve;  as, 

I  ivill  not  let  thee  go. 
In  the  second,  and  the  third  order,  it  generally  foretells,  as, 
He  will  reward  the  righteous. 

Rule  VII. 
The  pro  noun  should  agree  in  order,  number  and 
gender,  with  the  nouns  which  it  represents;  as,  Jane 
had  seen  James  before  she  called  him,  The  jury  will  re- 
main out  till  they  have  agreed  on  a  verdict. 


AMERICAN  GRAMMAR.  133 

Rule  VIII. 

Those  adjectives  which  are  made  from  pro  nouns 
must  agree  in  order,  number  and  gender  with  the  ad- 
jectives which  they  represent;  as,  John  saw  his  brother. 
The  jury  will  remain  out  till  its  members  have  agreed 
on  a  verdict. 

Hitherto  the  subject  of  collective  nouns  or  nouns  of  multitude, 
has  not  been  well  understood.  That  these  nouns  are  not  rendered 
peculiar  from  denoting  bodies  which  are  made  up  of  different  parts 
or  memoers,  is  ^ery  obvious.  Is  the  prototype  of  the  word,  junji 
composed  of  many  members  or  parts?  So  is  the  prototype  of  the 
noun,  hand!  A  jury  may  comprise  twelve  men,  or  twenty-four 
men — a  hand  comprises  five  nails,  four  fingers,  one  thumb,  many 
joints,  many  arteries,  man)7  veins,  and  many  bones!  If  the  word 
jury,  then,  is  a  noun  of  multitude  because  its  prototype  compre- 
hends many  parts  or  members,  certainly  the  word,  hand,  is  a  noun 
of  multitude! 

"  Family''  is  said  to  be  a  noun  of  multitude,  while  book  is  ex- 
cluded from  this  class.  Yet  there  are  very  few  families  that  com- 
prise as  many  members  as  a  book. 

It  is  hardly  possible  to  find  a  family  that  is  composed  of  more 
than  thiity  parts  or  members—yet  it  is  equally  hard  to  find  a  book 
which  is  made  up  of  so  few  parts,  members,  or  pages!  A  family  is 
one  thing  made  up  of  parts— a  book  is  one  thing  made  up  of  parts — 
a  jury  is  one  thing  made  up  of  parts — a  tree  is  one  thing  made  up  of 
parts—a  church  is  one  thing  made  up  of  parts — a  minute  is  one  thing 
made  up  of  parts.  Is  the  church  composed  of  sixty  parts  or  mem- 
bers, so  is  the  minute.  The  word,  minute,  then,  is  as  much  a  noun 
uititude  as  church. 

It  may  be  said  that  as  the  members  of  a  jury,  &c.  are  distinct  in- 
dividuals, it  is  hardly  just  to  consider  them  as  bearing  the  same 
relation  to  the  jury  which  the  fingers,  &c.  bear  to  the  hand. 
True,  John  is  a  distinct  whole;  but  he  is  also  a  mere  part.  John 
is  a  whole  human  being — but  he  is  not  a  whole  jury — he  is  a  mere 
part  of  a  jury.  Every  finger  is  a  whole,  abstractly  considered;  but 
in  reference  to  the  hand,  every  finger  is  a  mere  part,  John  is  a 
part  of  a  jury — a  finger  is  a  part  of  a  hand  ! 

It  is  bad  say, 

The  jury  has  agreed. 

And  it  is  bad  sense,  and  bad  English  also,  to  say, 

The  jury  have  agreed. 

It  takes  two  to  make  an  agreement !  How.  then,  can  one  jury 
agree  ?  But  for  brevity  this  form  of  expression  is  generally  used. 
The  correct  construction,  however,  is 

The  members  of  the  jury  have  agreed 

M 


134  AMERICAN  GRAMMAR. 

But  as  this  has  a  prolixity  which  the  erroneous  one  has  not,  the 
incorrect  one  has  grown  into  general  use.  A  similar  case  is  foiand 
in  the  use  of  you,  when  applied  to  but  one  person :  as, 

John,  how  have  you  been? 

The  people  have  been  disposed  to  sacrifice  sense  to  ease  in 
phraseology.     Hence  instead  of  saying — 

"  John,  how  hast  thou  been?" 

they  have  adopted  the  substitute, 

"  John,  how  have  you  been?" 

1.  "The  jury  has  agreed.'9 

2.  "John,  how  have  you  been." 

In  both,  there  is  a  defect  in  sense.  The  defect  in  sense  in  the 
first,  lies  in  asserting  that  one  can  make  an  agreement ;  or,  in  other 
words,  in  intimating  that  it  does  not  require  as  many  as  two  to 
make  an  agreement. 

The  defect  in  sense  in  the  second,  lies  in  naming,  calling  or 
addressing  two  or  more  when  but  one  is  desired. 

The  next  point  is,  do  expressions  of  this  kind,  stand  condemned 
by  the  rules  of  grammar  as  well  as  by  the  laws  of  reason.  The 
jtirst  one  frequently  does — the  second  one  rarely  if  ever. 

"  The  jury  have  agreed." 

Now,  as  this  noun  denotes  but  one  jury,  we  can  as  well  say,  he 
have  agreed,  as  the  jury  have  agreed  ! 

"The  jury  will  remain  out  till  they  have  agreed  on  a 
verdict." 

This  is  correct  English — for  the  noun,  they,  does  not  represent 
the  noun,  jury,  but  the  noun,  members — 

"The  jury  will  remain  out  till  its  members  have 
agreed  on  a  verdict." 

In  order  to  be  brief,  we  have  fallen  into  error ;  and  being  con 

scious  of  this  error,  we  embrace  the  first  opportunity  to  correct  it 

hence  we  use  they  instead  of  it — 

"The  jury  will  remain  out  till  they  have  agreed  on 
a  verdict." 

Why  is  they  used  ?  because  the  common  sense  of  the  case  confines 
the  mind  to  the  members  of  the  jury.  The  noun,  they,  therefore, 
does  not  stand  fir  the  noun,  jury,  but  for  the  noun,  members,  which 
is  constantly  in  the  mind. 

The  pro  word  which  represents  the  word,  jury,  must  be  singular— 

"The  jury  will  remain  out  till  its  members  have 
agreed  on  a  verdict." 


AMERICAN  GRAMMAR,  1S5 

That  is,  the  jury  will  remain  out  till  the  jury's  members  have 
agreed  on  a  verdict. 

But,  it  may  be  said,  as  the  word,  jury,  is  substituted  for  the  noun, 
members,  that  jury  should  exert  the  same  influence  over  the  sen- 
tensie  inflections,  which  members  would — hence  the  expression — 

"The  jury  have  agreed," 

is  no  violation  of  any  grammatical  rule.  This  principle,  how- 
ever, cannot  be  adopted  without  improper  innovation — it  would 
compel  us  to  say, 

"John,  how  hast  you  been?"     "John,ar/  you  well?" 

The  adoption  of  this  principle  would  render  the  expressions 
which  are  now  bad  in  sense  only,  bad  in  grammar  also. 

Specimen  of  correcting  under  Rules  VII.  and  VIII. 

Rebecca  took  goodly  raiment  and  put  them  on  Jacob, 

Improper — The  error  lies  in  the  use  of  them  for  it. 
-    The  impropriety  is  a  violation  of  Rule  VII.  which  says,  &c. 

Therefore  it  should  be,  Rebecca  took  goodly  raiment,  and  put  it 
on  Jacob. 

EXERCISES. 

Take  handfuls  of  ashes  from  the  furnace,  and  let  Mes- 
ses sprinkle  it  to  heaven. 

Can  any  person  on  their  entrance  into  life  be  fully 
secure  that  they  shall  not  be  deceived  ? 

The  minds  of  men  cannot  be  long  without  some  food 
to  nourish  the  activity  of  his  thoughts. 

Each  of  them  in  their  turn  receives  the  money  to 
which  they  are  entitled. 

Each  of  the  boys  took  their  own  book. 

I  gave  him  oatsj  but  he  would  not  eat  it. 

I  gave  him  wheat;  but  he  would  not  eat  them. 

I  bought  molasses,  and  put  it  into  a  pitcher. 

He  teaches  mathematics  with  all  its  branches-, 

Carry  the  scissors  to  its  place. 

John  and  James  have  found  his  books. 

Stephen  or  Joseph  has  returned  their  copy. 

I  have  examined  the  subject  of  alms  in  all  their  cor 
sequences. 

Note  I.—- When,  for  brevity  the  name  of  the  assem- 
blage or  collective  body,  is  used  instead  of  the  name  of 
Us  constituent  parts,  the  mind  dissolves  the  body  bifcrf 


136  AMERICAN  GRAMMAR. 

its  several  parts,  and  the  pro  word  represents  the  name 
of  these  parts;  as,  the  jury  will  remain  out  till  they  have 
agreed  on  their  verdict. 

EXERCISES. 

The  jury  will  continue  out  till  it  have  agreed  on  a 
verdict. 

The  council  was  not  unanimous,  and  it  separated 
without  coming  to  any  determination. 

The  committee  was  divided  in  sentiment,  and  it  re- 
ferred the  business  to  a  general  meeting. 

The  enemy  was  not  able  to  support  the  charge;  and 
he  fled. 

The  defendant's  counsel  had*  a  difficult  task  imposed 
upon  it* 

Note  II.— -When  the  name  of  the  assemblage  or  col- 
lective body,  is  not  used  for  the  name  of  the  constitu- 
ent parts,  the  mind  does  not  dissolve  the  body  into  its 
several  parts- — hence  the  pro  noun  represents  the  name 
of  the  collective  body;  as,  A  committee  was  appointed; 
Pind  it  made  a  report  upon  the  subject. 

exercises. 

The  crowd  is  so  great  that  I  cannot  get  through  them. 

The  company  was  very  small  at  first;  but  they  increased 
daily. 

The  school  is  quite  large  now;  and  they  still  grow 
larger, 

The  third  flock  of  sheep  is  fed;  but  they  are  not  wa- 
tered. 

The  family  is  not  so  well  pleased  with  its  situation  as 
they  expected  to  be. 

Note  III.— When  the  pro  noun  runs  into  an  adjec- 
tive, it  represents  the  noun  of  multitude,  not  some 
other  noun  understood,  and  should  remain  in  its  singu- 
lar form;  as,  The  committee  published  its  proceedings, 
(Not  their  proceedings.) 

EXERCISES. 

When  the  nation  complains,  their  rulers  should  listen. 
This  company  conducts  their  business  with  accuracy 
and  despatch. 

The  church  will  conduct  their  own  business. 


AMERICAN  GRAMMAR.  137 

The  family  is  very  well,  with  the  exception  of  two  of 
their  members. 

The  school  must  attend  to  their  writing  now. 
The  class  has  lost  some  of  their  members. 

Note  IV. — When  the  pro  noun  is  preceded  by  two 
antecedents  of  different  orders,  it  commonly  takes  the 
order,  number,  and  gender  of  the  nearer;  as, 

I  am  the  man  vjho  commands  you. 

Did  who  represent  J,  who  would  then  be  of  the  first  order ;  hence 
it  would  be,  who  command  ?  (no  s,)  for  who,  by  representing  /,  would 
become  equal  to  /  in  number,  gender  and  order:  and  you  would 
not  say  I  commands  ;  but  I  command. 

EXERCISES. 

I  am  the  man  who  command  you. 

I  am  the  person  who  adopt  that  sentiment,  and  main-* 
tain  it. 

Thou  art  the  person  who  possess  bright  parts;  but 
who  has  cultivated  them  but  little. 

I  am  the  man  who  speak  but  seldom. 

Thou  art  the  friend  that  has  often  relieved  me;  and 
that  has  not  deserted  me  now  in  time  of  peculiar  need. 

We  are  the  boys  that  writeth  letters. 

They  are  the  girls  that  learns  so  fast. 

You  are  the  boys  who  picks  my  apples. 

INote  V.— A  pro  noun,  uniformly  insentensic,  should  never  be 
used  sentensicaUy —noi  should  one  uniformly  sentensic,  be  used  in- 
sentensicaliy. 

The  uniformly  sentensic  pro  nouns  are  J,  thou,  he,  she,  who,  icha- 
ever,  whosoever f  we,  ye  and  they* 

Those  which  are  uniformly  insentensic  are,  me,  thee,  him,  her, 
whom,  whomsoever,  us,  them. 

Who,  that  and  as  relate  to  persons:  which,  that  and  as,  to  things ; 
as,  He  is  such  a  man  as  I  desire  to  employ,  He  that  is  good,  must 
be  happy,  Such  fruit  as  I  like. 

That  should  be  used  after  an  adjective  in  the  superla- 
tive degree;  as,  Washington  was  one  of  the  greatest, 
and  best  men,  that  the  world  ever  saw. 

The  Pro  noun  which  begins  the  answer,  should  be 
of  the    same   kind   with    that  which    commences    the 

*  Thou  and  ye  are  insentensic  when  they  merely  make  an  address, 
and  stand  unconnected  with  a  sentensic  adjective;  as,  ye  men  of 
Galilee,  &c. 


138  AMERICAN  GRAMMAR, 

question;  as,  Who  is  to  inform  this  man?  /,  Tliou  or 
She.  Whom  have  you  seen?  Him.  That  is,  /  have 
seen  him. 

Specimen  of  Correcting  by  Note  V. 

"  Me  came  to  bring  alms  to  my  nation." 

Improper— the  error  lies  in  the  use  of  me  for  /.  The  impropriety 
is  a  violation  of  Note  V.,  under  Rule  VII. ,  which  says,  "  Pro  nouns 
uniformly  insentensic,  should  not  be  used  sentensically."  There- 
fore it  should  be,  /came. 

EXERCISES. 

1.  "  For  us  have  found  he  a  pestilent  fellow*" 

2.  "  Whom  also  hath  gone  about  to  profane  the 
temple,  who  us  took,  and  would  have  judged  according 
to  our  law." 

3.  "  But  the  chief  captain  came  upon  we,  and  took 
he  away  out  of  our  hands,  commanding  his  accusers  to 
come  upon  thou;  by  examining  of  who,  thyself  may  est 
take  knowledge  of  all  these  things  whereof  us  accuse 
he." 

4.  Forasmuch  as  me  know  that  thee  hast  been  of 
many  year,  a  judge  unto  this  nation,  me  do  the  more 
cheerfully  answer  for  myself." 

5.  "  Because  that  thee  mayest  understand  that  there 
are  yet  but  twelve  days  since  me  went  up  to  Jerusalem 
to  worship." 

6.  "  And  them  neither  found  I  in  the  temple,  &x." 

7.  Certain  Jews  from  Asia,  found  I  purified  in  the 
temple. 

8.  "  Whom  ought  to  have  been  here  before  thousand 
object,  if  them  have  aught  against  I." 

9.  "Except  it  is  for  this  one  voice,  that  me  cried, 
standing  among  they,  touching  the  resurrection  of  the 
iead,  me  am  called  in  question  by  thou  this  day." 

10.  "  But  this  me  confess  unto  you,  that  after  the 
way  which  them  call  heresy,  so  worship  me  the  God  of 
my  fathers." 

Note  VI. — No  pro  noun  which  is  uniformly  insentensic,  should 
follow  be  or  any  of  its  substitutes,  in  the  same  section;  as> 

I  am  her,  it  is  me* 
It  should  he,  1  am  she^  it  is  L 


AMERICAN  GRAMMAR.  1S9 

The  inssntcnsie  pro  noun  is  sometimes  placed  after  he;  as, 
I  thought  it  to  be  him. 

But  him  has  no  connexion  with  be.  Him  is  a  member  of  the 
superior  part  of  the  section,  and  may  be  seen  thus, 

[I  thought  it  Aim.]  (to  be) 

It  is  not  easy  for  beginners  to  manage  constructions  like  the  fo! 
/owing: 

1.  Who  do  people  say  that  I#am. 

2.  He  is  the  person  whom  they  say  that  Mr.  Johnson 
taught. 

But  by  breaking  such  sentences  into  sections,  the  pupil,  and  even 
£iany  of  our  translators  of  the  scriptures,  may  find  some  aid  in  cor- 
recting bad  English : 

1.  The  major  section  is — [Do  people  say  that.~\ 
The  minor  is — (who  I  am.) 

2.  The  major  section  is— [He  is  the  person.^ 

n  C  (whom  Mr.  Johnson  taught.) 

I  HE  MINORS  ARE <  >.7  .7     .    *  P       / 

£  (they  say  that.) 

11.  "  Whom  do  the  people  say  that  I  am." 

12.  "  But  whom  sayest  thee  that  me  am." 
j  3.  [I  took  it  (to  be)  he.] 

14.  [They  thought  that]  (it  was  me.) 
[We  believe  that]  (it  was  them.) 

Note  VI L— Nouns  which  come  in  the  same  section, 
and  are  exactly  synonymous  in  meaning',  should  all  be 
sentensic  or  all  insentensic;  as,  [That  is  the  Liverpool 
packet^  sAe]  (which  sailed)  (in  May  last,)  [We  have 
heard]  (from  the  Liverpool  packet,  her)  (that  sailed) 
(in  June  last.) 

EXERCISES. 

[He  purchased  his  hat]  (of  Stephen  Shepherd,  he) 
(who  lives)  (in  Broadway.) 

[I  went  to  see  my  brother,  he]  (who  lives)  (in  Lon- 
don.) 

[Their  sister,  her  (who  lives)  (in  New  York,)  is 
now]  (in  Philadelphia.) 

Note  VIII. — Me  and  us  should  follow  nouns  of  ex- 
clamation; as,  Ah!  me,   O!  us. 


140  AMERICAN  GRAMMAR. 

These  pro  nouns,  however,  are  not  controlled  by  nouns  of  excla- 
mation ;  but  by  some  adjective  which  is  understood;  as,  (Ah)  what 
has  befallen  me,  or,  (Ah)  ruin  has  overtaken  me}  or,  will  overtake 
me. 

Note  IX. — Thou  follows  nouns  of  exclamation;  asf 
O!  thou  wretch. 

That  is,  O!  thou  art  a  wretch. 

Thou,  then,  is  the  sentensic  noun  to  art  understood — and  mc  in 
the  other  note,  the  insentensic  noun  of  befallen  or  overtaken^  un- 
derstood. 

OBSERVATION. 

Whom  should  not  follow  than;  as,  Washington,  than 
whom  a  greater  general  has  never  lived. 

That  who  is  the  proper  form  is  made  evident  by  rendering  the 
sentence  complete — 

I  will  instance  general  Washington — and  a  better  man  lias  never 
fived  than  he. 

That  is,  than  he  is. 

But  a  desire  for  brevity  has  led  to  the  omission  of  and,  which  has 
occasioned  the  introduction  of  whom,  with  the  additional  effect  of 
changing  the  position  of  the  noun ;  as,  I  will  instance  general 
Washington,  than  whom  a  greater  general  has  never  lived. 

But  as  the  use  of  whom,  is  improper,  it  should  give  place  to  who$ 
which  is  the  sentensic  to  is  understood;  as? 

I  will  instance  general  Washington  than  who  ,  a 
greater  general  never  lived. 

Observation. 
Nouns  which  merely  make  an  address,  or  simply  ex* 
press  some  sudden  emotion  of  the  mind,  are  insenten- 
sic, and  stand  independent  of  the  sentensic,  and  of  the 
partial  insentensic  adjective;  as,  John,  thou  art  a  good 
scholar,  Jane  and  Nancy,  ye  were  at  church,  What% 
who  comes  there!  O,  that  I  was  liberated  from  these 
bonds,    Mas,  my  child,  you  are  ruined. 

Thou  contains  an  address;  so  also  does  ye;  but  thou  is  here  In- 
troduced with  a  view  to  ascribe  the  good  scholarship — ye  is  intro- 
duced in  order  to  ascribe  the  persons  addressed,  to  the  church. 

But  John,  Jane  and  Nancy  are  employed  for  no  end  except  that  of 
calling  attention  to  what  is  to  follow. 

Rule  IX. 

Every  partial  insentensic  which  refers,  requires  the 
insentensic  pro  noun;  as,  John  is  with  them.  (Not  with 
they.) 


ERIC  AN  GRAMMAR.  14 1 

Note  I. — The  same  partial  insentensic  which  follows  the  primi- 
tive word,  generally  follows  the  derivative;  as,  derive  from,  deriva- 
tive f  ro  m — -  Friend  t  o  ,  friendly  t  o  . 

The  following  are  among  the  exceptions  to  the  above  note — 

Diminish  from,  diminution  of — Friend  of,  friendly  to. 

It  may  be  observed  with  respect  to  of,  that  it  should  never  be 
used  after  "friend"  where  the  relation  is  real  affection  or  genuine 
friendship.  When  the  word,  "  friend,"  is  used  in  the  sense  of 
"  acquaintance,'"  of  should  follow;  as,  he  is  a  friend  of  mine.  That 
is,  an   acquaintance  of  mine. 

But  if  real  affection  is  the  relation  which  he  bears  to  me,  to  should 
follow;  as,  he  is  a  friend  to  me,  he  is  a  friend  to  his  country. 

Note  II. — Two  nouns,  which  will  not  admit  the  same  partial  in- 
sentensic  to  follow,  should  not  be  subjoined ;  as,  rule  and  guide  of 
his  conduct. 

Rule  requires  of;  but  guide  demands  to;  as,  a  rule  o/his  conduct 
—a  guide  to  his  condnct. 

Easy  requires,  not  to,  but  for. 

Friend,  according  to  the  sense,  requires  0/ or  to. 

between  and  betwixt — among  and  amongst. 

Note  III. — Between  and  betwixt  should  be  used  when  there 
are  but  two  things ;  among  and  amongst,  where  there  are  more 
than  two ;  as,  between  these  two,  there  is  a  great  contention — among 
those  three,  there  is  great  harmony. 

in  and  of. 

Note  IV.— -When  we  are  disappointed  in  obtaining 
a  thing,  we  use  of;  as,  we  have  been  disappointed  of 
money. 

But  when  we  possess  the  thing,  and  the  quality  does 
not  come  up  to  our  expectations,  we  say  in;  as,  we  are 
disappointed  in  these  silks. 

through  and  during. 

Through  is  added  to  nouns  of  space  or  time;  as,  He 
went  through  the  field.  He  continued  through  the  year. 

During  is  added  to  nouns  of  time;  as,  He  studied  at 
college  during  four  years. 

When  the  action,  event  or  deed  continues  through  all  the  period 
of  time  mentioned,  during  should  be  used  ;  as  he  lived  in  America 
during  forty  years. 

But  when  the  action,  event  or  deed  does  not  continue  through  all 
the  time,  in  or  within  should  be  used ;  as,  I  have  seen  him  twice  in 
my  life,  He  has  seen  many  afflictions  within  ten  years. 

When  the  act  or  event  is  finished,  during  should  be  used ;  as,  He 
lived  in  America  during  sixty  years. 

But  if  the  action  or  event  is  now  in  process,  for  is  better;  as. 
Be  has  lived  in  America  for  sixty  y 


i4£ 


AMERICAN  GRAMMAR, 


in  and  at. 

1st.  In  is  employed  before  the  names  of  countries, 
cities,  and  large  towns: 

1.  I  live  in  (not  at)  New  York. 

2.  They  are  in  America. 

3.  -They  reside  in  Lancaster. 

2d.  At  is  employed  before  the  names  of  foreign  ci- 
ties, villages,  (whether  foreign  or  not,)  and  small  towns: 

1.  They  live  at  Rome. 

2.  She  resides  at  Springfield. 

3d.  At  is  employed,  generally,  after  be,  when  be  is 
literally  applied: 

1.  I  shall  be  at  church. 

2.  They  have  been  at  church. 

3.  They  are  at  (not  to)  church. 


A  TABLE, 

Accuse 

requires 

of,  not  for  nor  with 

Abhorrence 

requires 

of,  not  at. 

Acquit 

requires 

of  j  not  from. 

Adapted 

requires 

to,  not  for. 

Agreeable 

requires 

to,  not  with. 

Averse 

requires 

to,  not  from. 

Bestow 

requires 

upon,  not  on. 

Boast 

requires 

of,  not  about. 

Brag 

requires 

of,  not  about. 

Broke 

requires 

into,  not  in. 

Call 

requires 

on,  not  upon* 

Confide 

requires 

in,  not  to. 

Conversant 

requires 

in,  not  with. 

Conformable 

requires 

to,  not  with. 

Consonant 

requires 

to,  not  with. 

Correspondent 
Correspond^  fyc. 

>  requires 

to,  not  with. 

To  Correspond,  to  keep  up  an  intercourse  with  another  by  writing 
or  letter,  requires  loith,  not  to. 

Correspondence,  (in-  > 
«         r       l    i  V*       }  requires 
tercourse  by  letter,  )      n 


with  not  to. 


Compliance 

requires 

Cut 

requires 

Dependent 

requires 

Derogation 

requires 

Differ  to  (di 

sjn 

ac) 

requires 

Dissent 

requires 

Diminution 

requires 

Disappointed  may  haye 


with,  not  to. 
into,  not  in. 
upon,  not  on. 
from,  not  of. 
with,  not  from 
from,  not  with 
of,  not  from  > 
in  or  of 


AMERICAN*  GRAMMAR.  143 

When  we  are  disappointed  in  obtaining-  a  thing,  we  use  o/— -but 
when  in  the  quality  or  character  of  the  person  or  thing,  we 
use  in. 

Discouraorernent.  accord  'no*  to  the  ?     ~  7      .  .  , 

sense,  may  have  ^oj,  by,  in,  or  icitk. 

Die,  for  noting  the  cause,  for,  or  of.  not  by  or  with,. 

Glad,  may  have  0t  or  at,  but  not  on. 

Difference  among,  between,  or  betwixt,  but  rarely  of. 

Failed,  requires  in  or  of,  according  to  the  sent>e;  as,  He  failed  in 
his  business,  because  he  failed  of  collecting  his  demands. 

Invite,  when  the  local  section  shows  where  the  invitation  is  given, 
requires  in;  as,  He  invited  me  in  the  street,  to  call  at  his 
house. 

Invite,  when  the  local  section  shows  to  what  place  one  is  invited, 
requires  into  or  to ;  as,  He  invited  me  into  his  house,  They  in- 
vited her  to  their  hou^e. 

In,  may  be  used  as  an  impartial  insentensic  ;  as,  He  invited  me  in. 

Put,  when  the  local  section  shows  where  the  act  is  done,  requires 
in;  as.  He  put  his  hand  upon  me,  in  this  room. 

Put,  when  the  local  section  shows  into  what  something  is  put,  re- 
quires into;  as,  He  put  the  dollar  into  his  pocket. 

Split,  when  the  local  section  shows  where  something  is  split,  re- 
quires in;  as,  He  split  the  log  in  the  cellar. 

Split,  when  the  local  section  shows  the  division  itself  of  a  thing,  re- 
quires into  ;  as,  He  split  the  log  into  tico. 

Took,  requires  in  as  an  impartial  insentensic;  as,  They  took  the 
stranger  in. 

Took,  requires  into  as  a  partial  insentensic:  as,  He  took  the  book 
into  his  hands. 

Walk,  when  the  local  section  intimates  the  leaving  of  one  place  for 
another,  requires  into  ;  as,  He  walked  into  the  house. 

Walk,  when  the  local  section  shows  where  the  action  is  done  with- 
out intimating  the  leaving  of  one  place  for  another,  requires 
in;  as,  He  walks  in  his  own  room. 

Walk,  requires  in  as  an  impartial  insentensic ;  as,  Will  you  walk 
in,  Sir  ? 

Key,  when  the  insentensic  section  denotes  a  part  of  a  thing,  re- 
quires of;  as,  This  is  the  key  of  that  lock. 

Key,  when  the  thing  mentioned  is  presented  as  a  kind  of  guide  or 
clue,  requires  to;  as,  This  event  furnishes  a  key  to  all  the 
secrets  in  the  case. 

EXERCISES  IN  BAD  ENGLISH, 

Subtraction  is  a  derivative  of  subtract. 
The  derivation  of  one  word  of  another  is  a  part   of 
grammar. 

Washington  was  a  friend  of  his  country. 
He  is  a  friend  of  me. 
This  is  a  rule  and  guide  of  his  conduct. 
Arithmetic  made  easy  to  the  teacher  and  pupjK 


144  AMERICAN  GRA$ItfAit« 

He  divided  the  apple  between  his  few  friends. 

There  should  be  no  difficulty  betwixt  those  three. 

The  property  will  be  divided  amongst  those  two. 

This  document  which  has  just  been  printed,  states 
that  during  the  past  year,  1,72 1,000  pages  of  tracts  have, 
been  distributed  in  the  city  of  New-York. 

During  my  first  visit  to  America. 

On  one  occasion  during  the  peninsular  war,  the  same 
regiment  came  suddenly  on  the  French  army. 

I  had  occasion  during  our  preliminary  remarks  on 
knowledge,  to  insist  much  on  the  importance  of  accurate 
language. 

The  substance  of  the  three  first  lectures  which  appear 
in  the  present  volume,  was  first  delivered  in  Cincinnati 
during  the  course  of  the  last  summer. 

Conditions.— $2  00,  if  paid  in  advance;  $2  50,  if  paid 
during  the  year. 

He  lives  at  New  York. 

He  resides  at  Lancaster. 

Our  friends  who  live  at  Rome  are  at  Philadelphia. 

1  was  to  the  banking  house  last  week. 

1  have  been  to  church. 

As  soon  as  we  arrived  to  New  York* 

This  is  the  key  to  that  lock. 

This  fact  is  a  key  of  the  true  cause  of  this  even: 

These  are  the  keys  to  that  musical  instrument. 

He  put  his  knife  in  his  pocket. 

He  took  the  book  in  his  own  hands 

They  invited  him  in  the  house. 

Will  you  walk  in  this  room? 

He  broke  the  dish  in  ten  thousand  pieces. 

They  cut  the  stick  in  two. 

They  split  the  log  in  two. 

Let  them  be  made  in  pairs. 

He  accused  them  with  taking  his  book. 

They  were  accused  for  slandering. 

We  all  feel  an  abhorrence  at  such  conduct. 

He  was  acquitted  from  the  charge. 

He  acted  agreeably  with  his  instructions. 

We  are  averse  from  avarice. 

He  bestowed  many  favours  on  me. 

They  boast  about  their  martial  exploits. 


AMERICAN  GRAMMAR.  145 

He  brags  about  his  activity. 

John  called  upon  me  for  money, 

They  confide  to  each  other. 

James  is  conversant  with  Greek  and  Latin, 

Jane  acts  conformably  with  her  instructions. 

It  is  consonant  with  my  opinion. 

It  corresponds  with  the  copy. 

I  have  had  no  correspondence  to  him  these  three 
weeks. 

Peter's  compliance  to  their  proposition  ruined  him. 

Adjectives  depend  on  nouns  and  adjectives. 

Any  derogation  of  his  good  name  he  will  resent. 

He  was  angry  and  differed  from  his  brother, 

I  dissent  with  that  gentleman's  opinion. 

Any  diminution  from  this  amount  will  displease 
them. 

I  was  disappointed  in  money. 

He  was  disappointed  of  these  goods. 

That  book  is  not  adapted  for  beginners, 

He  failed  in  collecting  his  money. 

Rule  X, 

The  subjoined  word  must  agree  in  name  and  charac- 
ter with  its  antecedent;  as,  I  have  seen  him  and  her,  John 
and  /  write. 

Note  I. — The  subjoined  sentensic  adjective  may,  in  certain  in- 
stances, differ  in  tense  from  the  antecedent  ;  as,  I  am  here,  and 
shall  continue  here. 

Note  II. — When  the  mode  of  expression  varies  from  affinnatiys 
to  negative,  the  sentensic  noun  is  generally  repeated  ;  as.  He  was 
once  independent ;  and  he  cannot  forget  it. 

In  such  instances  the  partial  insentensic  subjoins,  not  a  word* 
tut  a  section. 

Note  III. — When  the  sentence  takes  some  sudden  turn,  the  sen- 
tensic noun  in  the  inferior  section  is  frequently  understood  ;  as,  That 
pupil  has  been  instructed  much  j  but         ,        is  yet  ignorant 

That  is,  but  he  is  yet  ignorant. 

N.  B.  But  never  subjoins  a  single  word. 

Note  IV — The  partial  construction  may  be  subjoined  to  anj? 
other;  as,  He  fell  and  was  taken  up,  and  carried  into  the  house 

The  second  and  subjoins  carried  to  taken.  Or  was  understood 
to  %oas  expressed — and  teas  carried,  &c. 

M 


1 46  AMERICAN  GRAMMAR. 

Note  V. — As  well  as  may  subjoin  a  single  word ;  as.  Prosody 
comprises  the  true  pronunciation  of  words,  their  poetic  formation 
into  sentences,  as  well  as  their  figurative  application  in  either 
prose  or  verse. 

As  well  as  subjoins  application  to  formation. 

Note  VI. —  Whether  and  either  require  or  ;  as,  he  is  good  or  bad, 
it  is  not  known  whether  he  is  good  or  bad. 

Note  VII. — Neither  requires  nor ;  as, he  would  not  do  it  nor  per- 
mit me  to  do  it. 

Note  VIII. — Although  and  though  require  yet  or  nevertheless ;  as. 
?ugk  the  house  is  small ;  yet  it  is  very  convenient:  Although  h& 

was  rich  ;  yet  for  our  sakes  he  became  poor  :  Though  he  desires  it ; 
nevertheless  I  cannot  yield. 

Note  IX.— As,  in  a  comparison,  requires  so ;  as,  As  your  day  is, 
so  it  shall  be  unto  you. 

Note  X. — As,  where  it  refers  to  an  adjective  in  a  comparison  of 
equality,  requires  as  ;  as,  I  think  Milton  as  great  a  poet  as  Virgil 

Note  XI. — So  where  it  refers  to  another  adjective  requires  that 


or 


as     as,  I  was  so  tired  that  I  fell  asleep. 


Note  XII. — Notwithstanding  should  be  so  used  as  to  admit  of  the 
use  of  a  sentensic  adjective,  either  expressed  or  understood ;  as, 
Notwithstanding  the  publications  on  English  grammar  are  nume- 
rous, and  the  ability  with  which  many  of  them  have  been  written  is 
highly  respectable,  it  is  a  fact  which  I  believe  all  must  soon  admit 
that  no  system  has  yet  been  formed  which  gives  a  true  expression 
of  the  grammar  of  the  English  language. 

And  and  with. 

When  equals  are  spoken  of,  and  should  be  used  ;  as, 

1.  Stephen  and  his  partner  rode  by. 

2.  My  father  and  mother  are  here. 

3.  His  brother  and  sister  came  in. 

When  unequals  are  spoken  of,  or  when  one  thing  is  instrumental 
m  auxiliary  to  another,  with  should  be  used  ;  as, 

1.  Stephenson  ivith  his  clerk  rode  by. 

2.  My  father  with  his  servants  is  here, 

3.  His  brother  with  my  horse  is  lost. 

questions. 

In  what  raust  the  subjoined  word  agree  ? 

What  do  you  understand  by  the  word  antecedent  as  here  used  r 


AMERICAN  GRAMMAR. 


It  means  the  word  to  which  the  subjoined  word  is 
subjoined;  as,  John  and  James* 

Can  the  subjoined  sentensic  adjective  ever  differ  in  tense  from  the 
antecedent  ? 

Where  is  the  sentensic  noun  generally  repeated  ? 

In  what  instances  does  the  partial  insentensic  subjoin,  not  a  word 
but  a  section  ?  .        .  .  ,  A  P 

When  is  the  sentensic  noun  In  the  inferior  section,  understood 

Does  but  ever  subjoin  a  single  word  ? 

What  is  said  of  the  partial  insentensics  ? 

What  is  said  of"  as  well  as;'  considered  as  one  word 

What  is  said  of  whether  ? 

What  is  said  of  neither  ? 

What  is  said  of  .although  and  though  f 

What  does  as  require  in  a  comparison  ? 

What  does  as  require  when  it  refers  to  another  adjective  in  a 
comparison  of  equality  ?  ~ 

What  does  so  require  when  it  refers  to  another  adjective  r 

What  is  said  of  notwithstanding  ? 

What  is  said  of  and  and  with  ? 

EXERCISES, 

I  have  read  and  wrote  many  books. 

He  saw  me,  and  has  satisfied  me. 

He  saw  me,  and  even  had  called  me  before  you  came 
up. 

Is  it  possible  that  he  is  so  tall  as  I? 

There  are  no  men  so  excellent  as  some  foibles  can- 
not be  ascribed  to  them. 

He  thought  Bolivar  so  great  a  general  as  Washing- 
ton. 

"Notwithstanding  the  numerous  publications  upon 
English  grammar,  and  the  ability  with  which  many  of 
them  are  written,  it  is  a  fact,  which  I  believe  few  will 
deny,  that  this  science  has  never  been  so  simplified,  as 
to  render  the  study  of  it  at  once  concise,  easy,  and  in- 
viting." 

Rule  XI. 

The  following  noun  renders  the  preceding  one  an  ad- 
jective; as,  John's  hat,  The  boy's  book. 

Note  I.— Singular  nouns  that  have  but  ones,  and  nouns,  whether 
singular  or  plural,  having  no  s  in  their  termination,  become  adjec- 
tives by  affixing  an  apostrophe  and  s;  as,  5— v 


148  AMERICAN    GRAMMAR. 

1.  James 's  glove,  -  # 


2.  John's  hat, 

3.  A  feed's  ring, 

4.  A  child's  tooth, 

5.  Children's  teeth, 
6*  Teeth's  position 
7.  Charles's  hand, 


Note  II. — Singular  nouns  terminating  in  ss,  and  plural  termina- 
ting in  s,  become  adjectives  by  affixing  an  apostrophe  (')  only  :   as, 

1 .  For  holiness9  sake,  5 

2.  For  goodness'  sake,  5 

3.  jB/i'ss*  book,  5 

4.  Ladies'  hat,  3 

5.  Eagles'  wings,  -         -         -         5 

Remark  I. 

When  the  letter  s,  used  as  the  sign  of  possession,  will  coalesce 
with  the  noun  itself,  the  s  is  pronounced  in  the  same  syllable  ;  as. 
John's  hat. 

But  when  the  5  does  not  harmonize,  another  syllable  is  added  to 
the  pronunciation  ;  as,  Thomas',  Bliss'. 
Pronounced,  Thomasis — Blissis. 

Remark  II. 

Where  several  apostrophic  adjectives  fall  in  succession,  it  is 
deemed  sufficient  by  some  grammarians,  to  express  the  adjective 
sign  to  the  last  word  only;  as,  John,  Jane,  Stephen,  and  Chester's 
book. 

The  adjective  sign  %  is  understood  at  John,  Jane  and  Stephen— 
but  it  certainly  should  be  expressed  after  each  word ;  as,  John's. 
Jane's,  Stephen's  and  Chester's  books. 

This  is  "  Jane  books,"  is  not  English  ! 

EXERCISES. 

Fompeys  pillar.  A  mothers  tenderness. 

Virtues  reward.  A  fathers  care. 

A  good  mans  heart.  Natures  gifts. 

Helens  beauty.  Troys  destruction. 

Rule  XII. 

Those  insentensics  which  refer  to  sentensks,  and  to 
other  insentensics,  should,  if  the  word  will  take,  have 


AMERICAN   GRAMMAR.  149 

the  ly  termination;*  as,  They  conducted  modestly^ 
They  write  accurately.  He  conducted  extremely  mo- 
dest. 

Note  I. — The  ly  inflection  should  not  be  given  to  the  superior 
insentensic  when  the  inferior  can  take  it ;  as,  She  behaves  exceed- 
ingly indiscreet. 

But  if  the  inferior  can  not  take  the  ly  inflection,  and  the  superior 
can,  this  inflection  must  be  given  to  the  superior  ;  as,  She  behaves 
very  discreetly. 

Note  II. — In  some  few  instances  the  quality  is  expressed  as  be- 
longing to  the  event,  but  by  inference  carried  to  the  thing ;  as,  The 
grass  appears  green. 

In  such  the  insentensic  should  drop  the  ly.  Green  shows  hoto 
the  grass  appears. 

Note  III. — There  are  some  insentensics  that  represent  the  cer- 
tain condition  or  state  which  the  person  or  thing  receives  from  the 
action  denoted  by  the  sentensic,  which  should  drop  the  ly ;  as,  He 
sinks  deep,  The  purest  clay  burns  white,  The  pupil  should  write 
slowly  and  exact. 

Specimen  of  Correcting. 

He  writes  correct, 

Improper — the  error  lies  in  the  want  of  the  ly  inflection  of  cor- 
rect.   The  impropriety  is  a  violation  of  Rule  XII.,  which  says,  &e. 
Therefore  it  should  be,  He  writes  correctly. 

EXERCISES. 

She  sings  sweet. 

Grammarians  should  speak  accurate. 
Sophia  dances  beautiful. 
The  ship  moves  smooth  along. 
The  water  runs  rapid. 
This  is  written  very  correct. 
He  conducts  himself  very  upright. 
It  is  remarkable  fine  weather. 
They  conducted  agreeable  to  the  rules  of  decency, 
Go  soft,  John. 

Considering  his  station,  he  conducted  himself  very 
unsuitable. 

Exercises  under  Notes  I.,  II.  and  IIL 
They  behaved  exceeding  rudely. 
They  write  remarkable  accurately. 

*  There  are  a  few  exceptions  to  this  rule ;  for  instance,  a  nezo 
fashioned  hat,  He  is  a  high  minded  man. 

2  x 


WO  AMERICAN  GRAMMAR. 

He  behaved  astonishing  rudely. 
He  behaves  uncommon  badly. 
Drink  deeply  or  taste  not  the  Pierian  spring. 
Heaven  opened  widely  her  ever  during  gates. 
The  victory  cost  them  dearly. 
Thickly  and  more  thickly  the  steely  circle  grows. 
The  cakes  taste  shortly  and  crisply. 
John   marched    straitly  up  a  steep   ascent  of  steps 
which  were  cut  closely  and  deeply  into  the  rock. 
It  makes  the  plough  go  deeply  and  shallowly. 
The  sun  shines  brightly. 
The  water  runs  clearly. 
The  grass  grows  straightly. 
He  came  firstly. 

Rule  XIII. 

Two  negative  words  should  not  be  used  in  the  same 
section  or  clause;  as,  I  have  not  done  nothing,  He  did 
not  see  no  man  come  in.  He  will  never  do  nothing. 
(Any  man,  any  thing.) 

EXERCISES. 

Will  you  not  give  me  no  apples,  Stephen? 
I  neither  got  nothing  of  John  nor  of  James. 
He  will  neither  eat  nothing  nor  drink  nothing. 
I  can  not  help  him  no  more. 
He  will  not  give  him  nothing  for  his  trouble. 

Rule  XIV. 

Where  a  mere  preventive  against  the  noun's  widest 
application,  is  all  that  is  desired,  a  should  be  used;  as, 
a  man  called  on  me,  and  gave  me  a  book. 

A  becomes  an  before  a  vowel  or  silent  h;  as,  an  age,  an  hour, 
A  is  not  changed  into  an  before  u  long.     This  exception  arises 
from  the  m's  having  the  power  of  initial  y  and  u;  as  in  yew>  a  unit; 
a  use.     An  is  used  before  words  beginning  with  h  sounded,  when 
the  accent  is  on  the  second  syllable;  as,  an  historical  account. 

Rule  XV. 

Where  identity,  either  by  an  expressed,  or  an  im- 
plied description,  is  obvious,  and  totality  desirable,  the 
should  be  used$  as,  give  me  the  books  which  you  hold 
in  your  right  hand. 


AMERICAN   GRAMMAR.  15  i 

Note  I. — Where  emphasis  is  desired,  that  or  this  may  be  used  in- 
stead of  the. 

Note  II. — Where  unity  is  the  leading  idea,  one  should  be  nsed 
instead  of  a;  as,  there  was  but  one  man  lost,  though  many  were  in 
great  danger. 

Note  III. —  The  may  be  repeated  to  give  force  and  fulness  of  ex- 
pression; as,  the  good,  the  wicked,  the  young,  and  the  old,  &c. 

Note  IV. — When  the  same  individual  is  spoken  of  in  reference 
to  two  or  more  of  qualities  or  occupations,  a  should  not  be  repeat- 
ed ;  as,  he  is  a  better  writer  than  reader,  This  is  a  better  barn  than 
house. 

Note  V. — When  two  or  more  individuals  are  spoken  of  in  com- 
parison, a  must  be  repeated ;  as,  he  is  a  better  writer  than  a  reader 
,        ,  This  is  a  better  barn  than  a  house. 

Note  VI. — When  two  distinct  individuals,  or  two  collections  are 
meant,  the  or  a  should  be  repeated — 

1.  He  purchased  the  black,  and  the  white  ox. 

2.  I  have  the  red,  and  the  white  cloth. 

3.  He  saw  the  lad,  or  the  pupil  last  evening. 

4.  The  sentensic,  and  the  insentensic  noun. 

5.  A  noun  or  a  pro  noun. 

Note  VII. — When  but  one  individual,  or  but  one  assemblage  is 
meant,  the  should  not  be  repeated. 

1.  The  black  and  white  ox. 

2.  The  red  and  white  cloth  or  clothes. 

3.  He  saw  the  lad  or  pupil  last  evening, 

questions. 
When  should  a  be  used  ? 
When  does  a  become  an? 
When  should  a  not  be  changed  into  anf 
When  the  h  is  sounded,  and  the  accent  is  on  the  second  syllable, 
is  a  or  an  used  ? 

When  should  th  be  used  ? 
What  is  meant  by  totality  f — 

The  whole,  or  all. 

When  may  that  and  this  be  used  for  the  f 
When  should  one  be  used  ? 
For  what  may  the  be  repeated  ? 
When  should  a  not  be  repeated? 
When  should  a  be  repeated? 
When  should  the  not  be  repeated  ? 
When  should  the  be  repeated  ? 

Rule  XVI. 
All  adjectives  which    express  number  must   agree 
with  their  nouns  in  number;  as,  He  lives  at  the  corner 


152  AMERICAN  GRAMMAR. 

of  Third,  and  Fourth  street,  This  man,  Each  man, 
Two  men,  Either  man  of  the  two.  That  man,  Those 
men. 

Specimen  of  Correcting  under  Rule  XVL 

"It  is  believed  that  the  tenth  and  eleventh  editions 
have  been  greatly  improved." — Kirkham's  Grammar. 

Improper — the  error  lies  in  the  plural  number  of"  edition"  The 
impropriety  is  a  violation  of  Rule  XVL,  which  says,  &c. 

Therefore  it  should  be,  "  It  is  believed  that  the  tenth,  and  ele- 
venth edition  have  been  greatly  improved." 

EXERCISES. 

His  second  and  third  daughters  live  in  Philadelphia 
The  third  and  fourth  classes  may  go  out. 

Note. — When  the  plural  form  of  the  subjoined  noun,  makes  too 
many  of  the  same  kind,  the  subjoined  noun  should  remain  singular, 
and  the  partial  insentensic  should  be  understood  before  it;  as,  He 
went  to  Arch     ,      and  Market  street. 

If  it  should  be — Arch  and  Market  streets,  the  expression  would 
be  inconsistent  with  truth — for  there  are  not  two  Arch  streets,  nor 
are  there  two  Market  streets,  in  the  mind  of  him  who  speaks. 

REMARKS. 

This  and  that,  these  and  those. — 

This  should  be  used  in  contrast  with  that  or  those;  that,  in  con- 
trast with  this  or  these;  these,  in  contrast  with  that  or  those:  and 
those  in  contrast  with  this  or  these  ;  as, 

Give  me  this  plate,  and  not  that;  give  me  that  plate, 
and  not  "this;  give  me  those  plates,  and  not  this;  give 
me  this,  and  not  those. 

This,  that,  these,  those. 

This y  as  well  as  these,  refers  to  what  is  nearer  by,  as  to  time  or 
space :  that,  as  well  as  those,  relates  to  what  is  further  off  either  in 
time  or  space ;  as, 

In  the  oity,  we  are  entertained  by  the  works  of  man; 
in  the  country  by  the  works  of  God;  this  is  the  pre- 
sence of  nature,  that  of  art;  these  astonish  us,  those 
we  comprehend. 

such,  each,  either  and  neither. 

Note  I. — Such  should  be  used  in  reference  to  things  previously 
mentioned,  only;  as,  I  have  sweet  fruit — such  you  like. 


AMERICAN  GRAMMAR.  if  S 

Note  II. — Either  and  neither,  as  impartial  adjectives,  refer  t© 
one  of  two;  as,  I  will  take  either  ,  of  the  two,  Neither  ,  of 
the  two,  suits  me. 

Note  III, — Each,  has  respect  to  two  or  more,  individually  taken ; 
as,  Each        ,        of  the  two  ;  each        ,        of  the  six. 

Note  IV. — Where  the  plural  form  of  the  subjoined  noun  mak«s 
too  many  of  the  same  kind,  the  subjoined  noun  should  remain  sin- 
gular, and  the  first  set  of  adjectives  be  limited  by  the  repetition  of 
the,  to  the  antecedent  noun,  understood ;  as,  He  teaches  the  Latin, 
and  the  Greek  language,  He  found  this  doctrine  in  the  new,  and 
the  old  testament. 

Specimen  of  Correcting  under  Note  V. 

u  Mathematics,  the  Latin  and  Greek  Languages,, 
Natural  Philosophy  and  Chemistry,  as  well  as  the 
usual  branches  of  an  English  education,  are  taught, 
by  Mr. ." 

Improper — the  error  lies  in  the  plural  form  of  "  Language," 
which  makes  the  writer  assert  that  there  are  two  or  more  Greek 
languages,  and  two  or  more  Latin  languages.  The  impropriety  is 
a  violation  of  Note  V.,  which  says,  &c. 

Therefore  it  should  be,  the  Greek,  and  the  Latin  Language. 

EXERCISES. 

Who  is  a  professor  of  the  Latin,  Greek  and  Hebrew 
languages? 

He  has  studied  the  English  and  the  French  lan- 
guages. 

REMARK9. 

When  but  one  thing  or  collection  is  under  consideration,  the 
adjective  should  have  the  primitive  state ;  as,  Red  bird,  or  birds. 

When  two  things  or  collections  are  compared,  the  adjective 
should  have  the  comparative  degree;  as,  these  birds  are  redder 
than  those ;  this  bird  is  redder  than  that. 

When  as  many  as  three  things  or  collections  are  compared,  the 
adjective  should  have  the  superlative  degree;  as,  this  is  the 
reddest  of  the  four. 

EXERCISES. 

Riper  cherry.  Redder  berries. 

A  better  apple.  Newer  book. 

Clearest  sky*  Sweetest  plum, 

That  bird  is  the  reddest  of  the  two. 
Stephen  has  two  sisters,  the  eldest  of  whom  is  the 
the  best  reader, 


154  AMERICAN  GRAMMAR. 

Which  of  these  two  kites  is  the  highest. 

He  chose  the  last  of  the  two.. 

This  is  the  better  pen  of  the  three, 

John  is  the  better  reader  of  the  six. 

Of  all  other  schools  this  has  the  better  regulations. 

Observation  I. 

When  the  sentensic  adjective  in  the  ing  termination,  is  used  as  a 
noun,  all  the  insentensics  which  refer  to  it  must  have  the  same 
form  as  though  they  referred  to  it  in  its  adjective  character ;  as; 
He  was  praised  for  the  drawing  of  the  picture  accurately. 

Observation  II. 

Where  a  or  the  precedes  the  sentensic  adjective  in  ing>  which  is 
used  as  a  noun,  of  should  generally  be  expressed  after  the  noun ;  as, 
His  station  in  life  is  well  adapted  to  the  acquiring  of  knowledge, 
The  not  making  of  a.  will  is  a  culpable  omission. 

Observation  III. 

When  my,  his,  her,  or  any  other  adjective  of  a  similar  import 
precedes  the  sentensic  adjective  which  is  used  as  a  noun  in  the  ing 
form,  of  may  either  be  expressed  or  understood;  as,  John's  buying 
the  goods,  caused  him  much  trouble,  or,  John's  buying  of  the  goods 
caused  him  much  trouble. 

Positional  Syntax. 
Rule  XVIII. 

Every  minor  section  must  be  placed  as  near  its  own 
superior  section  as  possible,  and  on  that  side  of  it  which 
perspicuity  requires;  as, 

Yet,  would  the  objector  but  consider  that  actions  an 
qualities,  he  would  be  able  to  see  that  a  verb  is  an  ad 
jective  "  even  by  his  own  definition"  of  an  adjective. 

The  section  in  italics,  is  properly  placed.  In  the  following,  how* 
ever,  it  is  so  placed  as  to  make  the  objector  say  what  he  does  not 
intend,  and  to  leave  unexpressed,  what  he  wishes  to  communicate-*- 

Yet,  would  the  objector  but  consider  that  actions  are 
qualities,  he  would  be  able  to  see  by  his  own  definition* 
that  a  verb  is  an  adjective. 

In  the  first,  the  idea  is  that  "  his  own  definition"  is  the  means  by    j 
which  a  verb  is  made  an  adjective — 

In  the  second,  the  idea  is  that  his  own  definition  is  the  means  by 
which  he  can  see  that  a  verb  is  an  adjective.  J 


are 


AMERICAN  GRAMMAR,  155 

EXAMPLES, 

Containing  sections  without  Positional  Syntax. 

This  is  the  pen  (I  write)  (with  which.) 

"  In  presenting  this  abridgment  of  Conversations  on 
English  Grammar  to  the  public,  the  author  deems  it 
proper  to  give  an  outline  of  his  arrangement, 

Corrected: 

In  presenting  to  the  public,  this  abridgment  of  Con- 
versations on  English  Grammar,  the  author  deems  it 
proper  to  give  an  outline  of  his  arrangement. 

Rule*  XIX. 

Every  Adjective  must  be  placed  as  near  its  own  su- 
perior as  possible,  and  on  that  side  of  it,  which  perspi- 
cuity requires;  as,  I  will  call  again,  and  pay  you. 

By  a  different  position  of  again,  the  idea  now  expressed,  would 
be  lost,  and  a  different  one  suggested ;  -as,  I  will  call  and  pay  you 
again, 

REMARK, 

Perspicuity  should  never  be  rejected  for  ease,  and  harmony  of 
expression.  Sentences  may  be  rendered  fuller  for  the  sake  of  force 
and  beauty  of  construction;  provided  the  fulness  does  not  obscure 
the  sense  which  the  writer  means  to  convey. 

EXAMPLES, 

Containing  words  without  Positional  Syntax, 

The  letters  have  correctly  been  written. 
Whom  have  you  obtained  the  book  of? 
This  is  the  pen  which  I  write  with. 

This  collocation  restores  the  -positional  Syntax. 
The  letters  have  been  correctly  written. 
Of  whom  have  you  obtained  the  book? 
This  is  the  pen  ivith  which  I  write. 

EXAMPLE, 

Where  the  writer  means  that  the  beholder  can  discover 
nothing  but  birds* 

John  can  only  see  the  birds. 
Corrected: 


156  AMERICAN  GRAMMAR. 

John  can  see  the  birds  only — or 

John  can  see,  only  the  birds. 

Meant  that  none  but  John  can  see  birds — 

John  can  see  birds  only. 
Corrected: 

John  only,  can  see  birds. 

Meant  that  none  but  John  is  a  smith — 

John  only,  is  a  smith. 
Meant  that  John  is  nothing  but  a  smith. — 

John  is  only  a  smith  $  or  John  is  a  smith  only, 

exercises, 

Containing  sections  without  Positional  Syntax,  to  he  cor- 
rected  by  the  pupil. 

But  one  would  think  that  of  such  faults  rational  be- 
ings would  not  be  guilty. 

That  one  was  Perry  on  the  Lake,  if  ever  any  one  man 
subdued  a  powerful  enemy. 

Of  sin  how  often  does  one  feel  the  pangs! 

He  called  one,  and  sent  him  of  his  men  to  get  a  gun. 

Of  these  apples  one  is  mine. 

Of  him  that  sent  me,  I  must  work  the  works. 

Of  him  I  must  work  the  works  that  sent  me 

Of  the  twelve  it  is  one. 

At  church  on  each  Sabbath  they  saw  one  another. 

That  findeth  his  life  he  shall  lose  it. 

That  receiveth  you,  he  receiveth  me* 

As  these  to  meet  such  misfortunes,  what  man  is 
able? 

Each  is  well  taught  of  these  pupils. 

Of  others  to  think  ill  we  are  all  too  apt. 

By  the  works  in  the  city,  we  are  entertained  of  matt. 

What  and  what  they  preserved  their  lives  with  the 
bread?  with  the  wine. 


Containing  words  without  Positional  Syntax, 

John  will  come,  perhaps. 
They  will  thither  come. 
I  hither  must  return. 
Brother  will  come  never. 


AMERICAN  GRAMMAR.  15 f 

Samuel  will  write  the  letters,  indeed. 

Sister  will  arrive,  peradventure. 

Twice  they  returned. 

He  is  here  not  often. 

"  William  nobly  acted." 

They  may  well  read  though  they  cannot  see  the  print, 

They  presented  their  book  which  being  not  received 
they  became  humble  then. 

He  and  I  shall  part  never. 

So  correctly  a  written  letter  must  be  pleasing  to  your 
teacher. 

The  women  contributed  all  their  mites  willingly. 

They  were  finished  perfectly, 

Him  the  boy  saw. 

Apples  the  children  picked. 

His  notions  have  been  founded  on  rather  his  own 
views,  than  on  those  of  his  friends. 

John  knew  himself,  that  he  could  write  the  letter 
never. 

I  am  walking  myself. 

They  are  drinking  themselves. 

Soon  I  shall  hither  come. 

The  lad  well  writes. 


THE  THIRD  PART  OF    CONSTRUING, 

In  resuming  the  subject  of  construing,  it  may  be 
well  to  give  it  the  second  definition,  and  to  show  into 
how  many  parts  it  is  properly  divided. 

Construing  is  breaking  a  sentence  into  sections,  as- 
certaining their  properties,  and  referring  the  inferior 
sections  to  their  respective  superiors. 

Construing  consists  of  three  parts;  namely,  con- 
structive, CHARACTERISTIC  and  SIGNIFICANT. 

1.  The  first  part  respects  the  mere  mechanical  or 
anatomical  division  of  a  sentence  into  major  and  minor 
sections,  and  the  referring  of  the  minors  to  their  re- 
spective superiors  ;  as, 

In  the  beginning  was  the  word  :  and  the  word  was 
with  God  5  and  the  word  was  God — 

o 


158  AMERICAN  GRAMMAR, 

Thewordwas%,4 

3  in  the  beginning;  5 

4,  5  and  the  word  was  6,  7 

6  with  God  ;  8 
7, 8  and  the  word  was  God. 

2e  The  second  part  respects  the  character  of  the  sec- 
tion as  derived  from  its  being  or  not  being  a  sentence  j 
as,  In  the  beginning  was  the  word,  &c.    (See  page  22.) 

5.  The  third  part  of  construing,  respects  the  import 
of  the  section  as  given  by  the  particular  influence  of  the 
partial  insentensic  adjectives  ;  as,  [He  writes  letters] 
(on  the  table)  (with  his  pencil)  (for  his  own  amuse- 
ment.) 

On  the  table  has  a  local  import ;  with  his  pencil,  an  instrumental 
one ;  for  his  own  amusement,  a  causative  import. 

REMARKS. 

The  significant  part  of  Construing  is  founded  upon  the  character 
of  the  fact  which  the  sentensic  section  advances,  and  upon  the  cha- 
racter which  the  partial  insentensics  give  to  the  thing  that  the  in- 
sentensic section  presents. 

The  different  imports  given  to  the  insentensic  sections  by  many 
of  the  partial  insentensics,  are  an  interesting  theme,  to  one  who  de- 
sires to  become  thoroughly  acquainted  with  the  grammatical  princi- 
ples of  the  English  language.  But  to  him  who  has  no  desire  to 
become  deeply  skilled  in  this  science,  these  imports  are  mere  co- 
lours to  the  blind  man.  To  comprehend  the  precise  signification 
of  these  sections  and  the  exact  manner  in  which  they  acquire  these 
significations,  demands  a  practice  induced  by  a  philological  affection 
which  nothing  but  the  third  part  of  construing  can  beget,  strengthen  f 
and  purify.  The  richness  and  variety  of  this  part  of  construing  f 
however,  cannot  be  presented  in  this  limited  work. 

SENTENSIC  SECTIONS. 

Sentensic  sections  are,  Affirmative,  Interrogative, 
Imperative,  Petitionary,  Concessive,  Contingent  and 
Optative. 

1.  The  Affirmative  sentensic  section  is  one  which 
makes  a  declaration  or  affirmation;  as,  John  wrote  let- 
terSj  Can  the  blind  see? 

2o  The  Interrogative  sentensic  section  is  one  which 
interrogates  or  asks;  as,  Can  James  read  English? 

3.  The  Imperative  sentensic  section  is  one  which 
commands;  as,  [Go  thou]  to  school,  Peter. 


AMERICAN  GRAMMAR.  159 

4.  The  Petitionary  sentensic  section  is  one  which 
makes  a  petition;  as,  Have  mercy  upon  us. 

5.  The  Concessive  sentensic  section  is  one  which 
leaves  the  mind  to  concede  the  fact  or  thing  which  it 
speaks;  as,  When  John  returns,  we  shall  get  some  news, 

6.  The  Contingent  sentensic  section  is  one  which  is 
expressive  of  some  doubt  without  an  affirmation;  as, 
If  John  should  come,  we  shall  return.* 

7.  The  Optative  sentensic  section  is  one  which  ex- 
presses a  wish;  as,  May  your  health  continue  good, 

SPECIMEN  OF  CONSTRUING. 

[They  say  that]  (he  is  a  good  scholar.) 

"  They  say  that" 
is  a  complete  major  section  of  the  sentensic  affirmative  kind- 

"  he  is  a  good  scholar" 

is  a  complete  minor  section  of  the  sentensic  affirmative  kind,  sim- 
ple relation,  referring  to  its  superior  section, 

Close  Reading — 

They  say  that  he  is  a  good  scholar 

exercises. 

If  he  should  come,  I  would  inform  you. 

Thou  shalt  not  steal. 

Perhaps  I  shall  return  to-morrow. 

He  says  that  he  will  bring  his  book. 

He  shall  surely  die  if  he  eats  thereof, 

Shall  you  and  I  walk? 

Keep  back  thy  servant  from  presumptuous  sins. 

I  must  go  to  see  whether  I  have  a  letter  in  the 
office, 

Let  ,  the  words  (of  my  mouth)  ,  be 
acceptable  in  thy  sight. 

If  the  ship  has  arrived,  we  shall  receive  letters  from 
Jlmerica. 

Give  ,  (  ,  us)  (  ,  this  day)  our 
daily  bread. 

May  you  find  your  friends  all  well. 

*  There  may  be  doubt  and  a  declaration;  as,  Perhaps  he  will 
come. 

Here  it  is  affirmed  that  the  deed  is  possible  or  probable. 


160 


AMERICAN  GRAMMAR. 


INSENTENSIC  SECTIONS. 

There  are  eight  kinds  of  insentensic  sections;  namely. 

'"Instrumental) 
Possessive, 
Local, 
Causative, 
Conjunctive, 


Insentensic< 


Detractive, 
Active, 
^Characteristic* 


instrumental. 
Of,  by,  in,  with,  through. 

The  Instrumental  respects  the  instrument  or  means; 
as5  he  writes  letters  with  a  pen. 

POSSESSIVE. 

of. 

The  Possessive  respects  the  possessor  or  the  thing 
possessed;  as,  He  is  the  son  (of  Johnson,)  The  colour 
(of  the  cloth.) 


local. 


above 

about 

after 

against 

among 

amongst 

amid 

amidst 

around 

at 

athwart 

atween 

The  Local 
He  travelled 


atwixt 

excepting 

across 

for 

before 

from 

behind 

in 

beneath 

into 

between 

of 

betwixt 

off 

by 

on 

behind 

past 

concerning 

doivn 

during 


regarding 
respecting 
to 


touching 

toward 

towards 

through 

throughout 

under 

underneath 

unto 

upon 

within 

without 


respects  place  either  in  time  or  space;  asj 
(during  a  year)  (in  the  United  States.) 


CAUSATIVE. 

Of  by,  %7i,  for. 

The  Causative  respects  a  cause  or  an  occasion;  as. 
He  died  (of  a  fever.) 


AMERICAN  GRAMMAR, 


161 


CONJUNCTIVE. 
With. 

The  Conjunctive  respects   the   thing   subjoined 
with;  as,  He  has  gone  (with  his  bundle.) 

DETRACTIVE. 

Without,  but,  except,  save,  besides, 

The  Detractive  respects  the  thing  which  is  taken 
from  something  else;  as,  He  has  gone  (without  his 
bundle.) 

ACTIVE. 

Of,  by. 

The  Active  respects  the  actor  in  the  insentensic  sec- 
tion; as,  The  grass  was  injured  (by  the  frost.) 

CHARACTERISTIC. 

<3s,  for. 

The  characteristic  kind  respects  the  rank,  station^ 
or  character,  in  which  the  person  or  thing  acts  or  is 
acted  on;  as,  John  came  (as  a  prophet,)  I  took  it  (for 
good  money.) 

TABLE. 

This  table  presents  those  words  in  classes,  which  cha- 
racterize the  insentensic  sections. 


I. 

P. 

L. 

Cau. 

Con. 

D, 

J. 

i'-'rW' 

of 

by 

in 

with 

through 

of 

of 
by 
in 

through 

for 
without 
&c.  &c. 

of 

by 

in 
for 

with 

without 

but 
except 

save 
besides 

of 

for 

as      ; 

Rule  I, 

When  the  section  is  not  founded  upon  the  actor,  and 
"by  the  means  of"  can  be  put  for  with,  or  by  for  of,  in 
or  through,  as  well  as  when  near  can  not  be  put  for  by, 
the  section  is  instrumental. 

o  2 


16£  AMERICAN  GRAMMAR* 

SPECIMEN  OF  CONSTRUING* 

"  By  grace  are  ye  saved  through  faith." 

(By  grace)  [are  ye  saved]  (     5     ,     )  (through  faith.] 

Ye  are  saved  1 
a  complete  major  section  of  the  sentensic  affirmative  kind, 

1  by  grace  2 

a  complete  minor  section  of  the  insentensie  instrumental  kind,  sim- 
ple relation,  referring  to  its  superior  section. 

Close  Reading. — Ye  are  saved  by  grace. 
2  which  cometh  3 

a  complete  minor  section  of  the  sentensic  affirmative  kind,  simple 
relation,  referring  to  its  superior  section. 

Close  Reading. — by  grace  which  cometh. 
3  through  faith. 

a  complete  minor  section  of  the  insentensie  instrumental  kind,  sim- 
ple relation,  referring  to  its  superior  section. 

Close  Reading. — which  cometh  through  faith. 
[Ye  are  saved]  (of  God)  (by  grace)  (which  cometh) 
(through  faith.) 

Note.  The  section  "of  God"  presents  the  actor — hence  "of 
God"  is  active. 

The  section,  by  grace}  presents  the  instrument  or  means  em- 
ployed by  this  actor. 

Grace  is  the  instrument  in  saving  man;  and  faith  is  the  means  or 
instrument  used  in  obtaining  this  grace. 

1.  By  what  actor  are  ye  saved?  by  God. 

2.  By  what  means  or  instrument  are  ye  saved  ?  by  grace. 

3.  By  what  means  or  instrument  do  you  obtain  this  grace  ?  by 
faith. 

Specimen  of  Construing  the    Sections  which  are  com- 
pounded of  a  Superior j  and  an  Inferior  Part. 

1.  [["He  went]  (to  learn  grammar")]. 
He  went  to  learn  grammar, 
is — a  compound  major  section  of  the  sentensic  affirmative  kind. 

[_He  ivent] 

is  the  superior  part  of  a  sentensic  section,  of  the  sentensic  affirma- 
tive kind. 

"to  learn  grammar" 

is  the  inferior  part  of  a  sentensic  section,  of  the  insentensie  kind, 
simple  relation,  referring  to  its  superior  part. 


AMERICAN  GRAMMAR.  16S 

Close  Reading. — He  went  to  learn  grammar. 

2.  [[To  learn  grammar]  (is  important)]. 

"  To  learn  grammar"  is  important, 

is  a  compound  major  section  of  the  sentensic  affirmative  kind. 

[To  learn  grammar^] 

is  the  superior  part  of  a  sentensic  section,  of  the  insentensic  kind, 
and  the  sentensic  noun  to  is. 

Close  Reading.— -To  learn  grammar  is — 

" is  important" 
is  the  inferior  part  of  a  sentensic  section,  of  the  insentensic  kind, 
simple  relation,  referring  to  its  superior  part. 

Close  Reading. — To  learn  grammar  is  important. 

3.  (In  order)  (     ,    ,    to  become  a  grammarian)  [he' 
must  be  taught]. 

["for  him  (to  become)  a  grammarian,"] 

is  a  compound  minor  section  of  the  insentensic  causative  kind,  sim- 
ple relation,  referring  to  its  superior  section. 

Close  Reading. — In  order  for  him  to  become  a  gram- 
marian. 

"to  become" 

is  the  inferior  part  of  an  insentensic  section,  simple  relation,  refer- 
ring to  its  superior  part. 

Close  Reading. — For  him  a  grammarian  to  become. 

4.  [[And  they  said]  (unto  him,)  (Master,)  [who  did 
sin]  (this  man  or  his  parents)  (that  he  was  born  blind?)] 

"  And  they  said,  Master,  icho  did  sin,  this  man  or  his 
parents,  that  he  ivas  born  blind," 
is  a  compound  major  section  of  the  sentensic  affirmative  kind. 

"  And  they  said," 

is  the  superior  part  of  a  sentensic  section,  of  the  sentensic  affirmative 
kind. 

"  Master,"  who  did  sin,  this  man  or  his  parents,  that  he 
was  born  blind, 

is  the  inferior  part  of  a  sentensic  section,  of  the  sentensic  kind,  and 
the  insentensic  noun  of  said,  simple  relation,  referring  to  its  supe- 
rior part. 

Close  Reading. — [And  they  said,]  {Master,)  (who  did 
sin,)  (this  man)  (or  his  parents,)  (that  he  ivas  born  blind?) 


164  AMERICAN  GRAMMAR. 

This  engrossed  insentensie  noun  consists  of  five  minor  sections 
which  should  be  construed  in  the  usual  manner. 

(Master,)  (who  did  sin,)  (  ,  this  man  ,  )  (or  , 
his  parents     ,     )  (that  he  was  born  blind?) 

EXERCISES. 

1.  [They  write  letters]  (with*  their  pencils). 

2.  "The  birds  fly]  (through  the  air)  (with  great  speed), 

3.  [He  walks]  (with  much  strength). 

4.  These  men  are  clothed]  (with  skins). 

5.  "The  room  wasiilled]  (with  the  odour.) 

6.  [This  view  (of  demons)  is  given]  (by  the  scriptures 
themselves). 

7.  [These  illustrious  leaders  were  sent]  (by  the  ex- 
press command)  (of  God). 

The  skins  and  odour  are  the  materials — not  the  instruments. 
One  is  the  material  or  matter  with  which  they  are  clad — the  other 
the  matter  or  material  with  which  the  room  was  filled.  The  in- 
strument of  working,  and  the  material  worked  up,  are  very  different. 

Rule  II. 

When  the  noun  before  or  after  of  can  be  thrown  into 
a  possessive  adjective,  or  the  adjective  before  of  into  a 
noun,  the  section  is  possessive. 


exercises. 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
13. 


They  have  half]  (of  a  dollar.) 
"The  city  (of  Hudson)  is  not  large.] 
"I  am]  (of  opinion)  (that  he  will  come.) 
[He  was  refused]  (         ,        admittance.) 
"A  profile  (of  my  friend,)  is  here.] 
[The  room  is  full]  (of  smoke.) 
The  beauty  (of  that  hand)  is  not  great.] 
"He  is  void]  (of  sense.) 
The  boy  is  worthy]  (of  praise.) 
He  is  destitute]  (of  money.) 
He  was  denied]  (        ,        his  seat.) 
He  was  offered]  (       ,      a  dollar)  (for  his  hat.) 
Give        ?        (         ,         me)  a  cup]  (of  water.) 


*  When  with  or  in  or  through  is  used,  in  the  sense  of  by,  the  sec- 
tion is  instrumental, 


AMERICAN  GRAMMAR.  165 

1.  The  possessive  section  is  always  insentensic,  and  must  be 
founded  on  the  possessor,  or  the  thing  possessed.  In  the  above  in- 
stance, it  is  founded  upon  the  possessor  ;  the  dollar  is  the  posses- 
sor, and  the  half  is  that  which  the  dollar  possesses.  It  is  a  half  be- 
longing to  a  dollar,  and  not  one  belonging  to  an  apple,  peach,  or  pie 
or  any  other  thing.     Dollar's  half. 

From  the  use  of  the  sentensic,  have,  in  the  above  instance,  some 
suppose  that  the  persons  denoted  by  they,  are  the  possessors :  it 
may  not  be  amiss,  therefore,  to  substitute  some  other  sentensic,  and 
repeat  the  example : 

They  saiv  half  of  a  dollar. 

That  there  is  possession  denoted  by  the  word  have  is  not  disputed  ; 
but,  as  in  construing,  no  possession  is  recognised,  except  that  which 
is  denoted  by  the  partial  insentensic,  the  import  of  have  must  not  be 
noticed.  Should  it  here  be  asked,  why  the  possession  denoted  by 
have  is  thus  slighted,  we  reply  that  as  have  is  always  possessive, 
there  would  be  no  advantage  derived  from  a  recognition  of  its  cha- 
racter in  construing.  The  object  in  construing  is  to  follow  up  with 
an  expressive  technicality,  the  variety  of  meaning,  which  the  same 
word  has  in  different  examples.  In  pursuance  of  this  object,  we 
are  bound  to  notice  the  possessive  character  of  of,  and  to  slight 
that  of  have :  of  may  be  used  not  only  in  a  possessive  sense,  but  in 
a  local,  causative,  an  instrumental  and  active. 

2.  The  relation  between  things  is  a  subject  upon  which  he,  who 
desires  to  become  a  correct  grammarian,  should  bestow  much  re- 
flection. It  is  from  a  clear  comprehension  of  this  relation  that  one 
is  able  to  write,  speak  and  parse  the  language  with  ease  and  accu- 
racy. The  relations  denoted  by  many  of  the  partial  insentensics, 
are  of  too  secret  and  subtle  a  nature  for  the  comprehension  of  him, 
who  has  not  a  taste  which  will  excite  him  to  attention.  These  re- 
lations are  naturally  divided  into  primary  nnd  secondary;  and  the 
secondary  are  always  the  result  or  consequence  of  the  primary. 
For  example — "  the  finger  has  two  relations  in  reference  to  the  palm 
of  the  hand :"  The  primary  relation  is  a  possessive  one,  the  secon- 
dary is  a  local  one.  The  primary  relation  is  expressed  by  of;  as, 
The  finger  of  the  hand. 

The  secondary  is  denoted  by  on  ;  as,  The  fingers  on  the  hand. 

Now  upon  these  relations,  sections  of  different  characters,  may  be 
formed.  If  the  secondary  relation  is  expressed,  the  primary  rela- 
tion must  be  inferred ;  as, 

The  fingers  on  his  hand  are  familiar  with  deeds  of 
charity. 

Here,  in  making  out  the  character  of  this  section,  two  different  ar- 
guments may  be  advanced  :  he  who  asserts  that  it  is  of  the  local  kind, 
may  say  with  much  propriety  that  the  fingers  are  on  the  hand ; 
hence  locality  :  the  one  who  thinks  the  section  possessive,  may  say 
with  equal  propriet}7,  that  the  hand  has  or  possesses  the  fingers, 
hence  the  possessive  relation.    Now,  to  settle  the  cases  of  this  de* 


166  AMERICAN  GRAMMAR. 

seription,  nothing  more  is  necessary  than  to  observe  which  relation 
is  expressed  :  the  character  of  the  section  must  always  be  decided 
in  favour  of  that  relation  which  is  expressed,  and  not  of  that  which 
-  may  be  inferred.  That  there  are  two  kinds  of  relation  between  the 
finger  and  the  hand,  is  obvious ;  and  that  a  sentence  may  be  formed 
recognising  either  of  these  relations  is  no  less  clear — hence,  if  the 
local  relation  is  expressed,  the  section  is  local ;  as, 

The  fingers  on  his  hand.  Sec. 

But,  if  the  possessive  relation  is  expressed,  the  local  one  is  mere- 
ly inferred  :  and  consequently  the  section  is  possessive  ;  as, 

The  fingers  of  his  hand,  Sec. 

The  principles  developed  in  the  preceding  part  of  this  note,  may 
be  of  some  use  in  deciding  the  character  of  the  section — 

"Of  Hudson." 

It  is  evident  that  the  city  bears  two  relations  to  Hudson — first  it 
belongs  to  Hudson  ;  hence  a  possessive  relation — secondly,  it  lies 
within  the  limits  or  boundaries  of  Hudson ;  hence  a  local  relation. 

The  possessive  relation,  however,  is  the  expressed  one ;  hence; 
the  section  "  of  Hudson,"  is  of  the  possessive  kind. 

But  had  the  local  relation  which  the  city  bears  to  Hudson,  been 
expressed,  and  not  the  possessive,  the  section  would  be  of  the  local 
kind ;  as, 

The  city  is  situated  within  the  limits  of  Hudson,  &c. 

Finally,  where  there  are  different  relations,  the  kind  of  the  sec- 
tion may  be  always  told  by  asking  which  relation  is  expressed. 

3.  That  the  section  "  of  opinion,"  is  possessive,  is  clear— but 
whether  it  is  founded  on  the  possessor,  or  the  thing  possessed, 
is  not  so  obvious.  The  point  for  discussion  is,  whether  from  this 
construction  i"  is  the  possessor,  and  opinion  the  thing  possessed ;  or 
whether  the  opinion  is  the  possessor  and  J  the  thing  possessed.  It 
appears  that  the  opinion  is  taken  as  a  rallying  point  to  which 
individuals  may  resort,  and  belong.  Or  in  other  words,  the  opinion 
here  is  taken  much  in  the  sense  of  a  party  to  which  I  represent  my- 
self as  belonging. 

This  position  may  be  illustrated  when  applied  to  something  of  a 
similar  nature  ;  as, 

He  is  a  merchant  of  Boston. 

Here,  he  is  represented  as  belonging  to  Boston— hence  Boston  is 
the  possessor;  and  he  the  thing  possessed. 

Again— I  am  of  the  other  party,  I  am  of  a  different 
persuasion,  I  am  of  a  different  opinion. 

Now,  the  argument  against  this  position,  arises,  not  from  the  con- 
struction or  from  the  import  of  the  words,  but  from  the  simple  fact 
that  this  opinion  must  be  mine !  If  the  opinion  was  something  which 
I  could  not  possess,  there  would  be  no  ground  of  arguing  that  /  is 


AMERICAN  GRAMMAR,  167 

the  possessor :  hence  this  point  would  be  as  easily  settled  in  this, 
I  am  "  of  opinion"  as  in  this,  He  is  a  merchant  "  of  Boston" 

4.  In  many  instances  the  possessive  character  of  the  section  is 
quite  concealed ;  in  others  it  is  quite  apparent.  For  instance,  in  the 
first  in  the  following  sentence,  it  is  easy  to  see  the  possessive  cha- 
racter ;  but  in  the  second  it  requires  the  closest  investigation  to  dis- 
cover this  character — 

The  knife  (of  John)  is  worth  (a  dollar.) 

The  knife's  value  is  the  worth  of  what  ?  What  does  this  worth 
belong  to  which  measures  the  value  of  the  knife  ?  It  belongs  to  & 
dollar— it  is  the  worth  of  a  dollar;  or  it  is  a  dollar's  worth 

The  knife  (of  John)  is  worthy  (of  a  dollar.) 

That  is,  the  knife  has  the  same  worth  which  a  dollar  has*  The 
worth  then,  belongs  to  both  things  at  the  same  time. 

He  was  denied  (of  his  seat.) 

Here  the  denial  is  the  thing  possessed  by  the  seat,    Here  is  a  de- 
nial— a  denial  of  what  ?  a  denial  of  a  seat. 
That  is,  this  denial  pertains  to  this  seat. 

I  am  deprived  (of  a  hat.) 

Here  is  a  deprivation,  and  the  question  is  to  what  it  pertains  or 
belongs.  Is  it  a  deprivation'pertaining  to  liberty  ?  no.  Is  it  a  depri- 
vation belonging  to  health  ?    It  is  a  deprivation  of  a  hat. 

He  is  destitute  (of  money.) 

Here  is  a  destitution ;  and  the  point  to  be  discussed  in  the  mind  is 
to  what  this  destitution  pertains.  It  is  a  destitution — of  what  ?  Of 
money.  This  destitution,  then,  is  an  absence  of  money*  John's 
absence — money's  absence. 

The  walking  (of  John)  is  slow. 

That  is,  the  walking  which  belongs  to  John.    John's  walking. 

A  subtraction  (of five)  from  seven,  leaves  two. 

That  is,  Jive's  subtraction. 

Rule  III. 

When  of  is  used  in  the  sense  of  from,  derived  from^ 
about  or  concerning;  by  in  the  sense  of  near  ;  for,  in  the 
sense  of  during  or  through,  the  section  is  local. 

Exercises. 

1.  [A  practical  knowledge  (of  his  own  language)  is, 
(to  the  rational  man)  an  object]  (of  the  first  magnitude*)* 

*  The  leading  fact  of  this  sentence  is  this — 

A  practical  knowledge  is  an  object  of  the  first  magnitude 

But  this  declaration  is  under  the  condition  of  two  circuumstances; 


168  AMERICAN  GRAMMAR. 


2. 
3. 
4. 
5. 
6. 


There  was  a  marriage]  (  in  Cana)  (of  Galilee.) 
"He  stands]  (by  the  river.) 
[He  lived]  (in  London)  (during  a  year.) 
"He  remained]  (at  home)  (         ,        six  years.) 
=He  travelled]  (in  the  United  States)  (  , 

three  years.) 

7.  [He  returned]  (        ,        last  evening.) 

8.  (On  Friday  last)  [we  launched  the  ship.] 

9.  [He  will  be  here]  (within  two  days.) 

10.  (On  Saturday)  [our  church  was  dedicated.] 

11.  [He  studied]  (       ,      sixteen  hours)  (     5      a  day.) 

12.  [He  wrought]  (     ,    every  minute)  (of  his  time.) 

13.  [He  went]  (from  his  teacher)  (to  his  books.) 

14.  [Will  you  give  (  ,  me)  your  opinion]  (of 
this  affair.) 

15.  [But  every  man  hath  his  proper  gift]  (of  God.) 

1 6.  [But  our  sufficiency  is]  (of  God.) 

IT.  [For  whatsoever  is  more]  (     ,    cometh)  (of  evil.) 

18.  [They  came  out]  (of  Egypt.) 

19.  [They  drank]  (of  the  living  rock.) 

20.  (In  rising  to  address  this  large  and  respectable  audi- 
ence,) [I  undertake  a  task]  (which  I  am  ill  qualified  to 
perform.) 

Time  is  considered  as  divided  into  different  portions,  or  parcels — 
and  under  this  view  it  will  be  seen  that  the  section,  "  during  a 
year"  is  local.  The  word,  year,  is  a  sort  of  knife,  and  carves  from 
the  entire  body  of  time  a  distinct  portion,  which  may  be  looked  upon 
as  a  block  of  time.  Now,  in  relation  to  this  block  of  time,  events 
may  be  differently  located;  for  there  are  an  in,  an  on,  an  under ,  a 
from,  a  to,  a  within,  a  through,  an  at,  &c.  to  a  portion  of  time  as 
much  as  there  are  an  in,  an  on,  an  under,  &c.  to  a  block  of  wood. 
Hence  events  may  be  located  in  a.  year,  on  a  year,  at  a  year,  within 
a  year. 

And  events  may  extend  perfectly  through  a  year ;  as, 

namely,  a  place  of  derivation,  or  a  place  whence  this  knowledge  is 
brought ;  and  a  place  of  deposit,  or  location  to  which  this  knowledge 
must  be  carried. 

Whence,  then,  or  from  what  place,  must  this  knowledge  be  de- 
rived, and  where  must  it  be  carried,  in  order  that  it  may  become  an 
object  of  the  first  magnitude  ?  This  knowledge  must  be  derived 
from  language,  and  carried  up  to  the  rational  man. 

The  section  "  of  the  first  magnitude,"  is  clearly  possessive— it  is 
founded  on  the  property  or  quality  possessed  by  the  object — an  ob- 
ject (of  the  first  magnitude.) 

That  is,  an  object  having  the  first  magnitude. 


AMERICAN  GRAMMAR.  169 

He  travelled  through  that  year  with  his  brother. 

Bat  when  the  block  which  the  event  perforates  consists  of  time, 
during  is  generally  used;  as, 

He  travelled  during  a  year. 

When  the  block,  perforated  by  the  event,  consists  of  something 
tangible,  through  is  used  ;  as, 

He  saw  him  through  the  glass;  he  travelled  through 
the  snow. 

He  travelled  jn  the  United  States  during  a  year. 

The  word,  "  during  "  is  equal  to  from  and  to  :  and  as  these 
words  express  ideas  of  locality,  or  place,  during  must  also  express 
such. 

He  travelled  during  a  year. 

That  is,  he  travelled  from  the  beginning  to  the  termination  of  a 
year, 

He  travelled  through  the -snow. 

The  section,  through  the  snow,  is  local,  because  it  presents  the 
place  where  this  event  happened. 

We  would  not  be  understood,  however,  as  conveying  the  idea  that 
snow  is  a  place  ;  snow  is  an  object  in  reference  to  which,  there 
may  be  various  places  ;  as,  in  the  snow,  on  the  snow,  under  the 
snow,  over  the  snow,  through  the  snow. 

It  is  thus  seen  that  there  is  a  place  pertaining  to  snow,  which 
may  be  called  in,  and  that  there  is  one  which  may  be  called  on,  and 
one  which  may  be  called  through.  Now,  the  question  is,  in  which 
of  these  various  places  is  this  event  of  travelling  placed,  or  lo- 
cated     This  event  is  put  into  the  place  pointed  out  by  through. 

He  travelled  "  during  a  year  J" 

The  section,  uduring  a  year,"  is  local :  during  shows  where  this 
event  is  placed  in  reference  to  this  block  of  time.  It  is  not  pre- 
tended that  the  word,  year,  denotes  any  thing  like  a  place  :  we 
mean  to  say  that  a  year  is  an  object  in  which  a  place  is  designated 
by  the  word,  "  during"  and  that  this  event  of  travelling  is  strewed 
along  in  this  place. 

Again^  he  sailed  on  Monday. 

Now,  Monday  is  no  place ;  but  a  block  of  time,  about  which  many 
places  may  be  found — and  on  points  out  one  of  the  many,  as 
being  the  place  in  reference  to  this  block  of  time,  where  the  event 
of  sailing  is  put  or  located. 

Finally,  these  events  are  located  in  reference  to  distinct  periods 
of  time  as  much  as  they  are  in  respect  to  things  ;  and  he  that  can- 
not comprehend  the  fact  from  a  slight  glance,  should  go  to  the  paioi 
of  reflecting  upon  the  subject, 

P 


170  AMERICAN  GRAMMAR. 

Rule  IV. 

When  of  in  ovfor,  is  used  in  the  sense  of  on  account 
of  or  because  of  the  section  is  causative. 

EXERCISES. 

1 .  [Beware  ye]  (of  the  leaven*)  (of  the  Pharisees.] 

2.  [Though  he  was  rich]  (for  our  sakes)  (he  became 
poor.}^ 

3.  [He  digged  a  place]  (for  the  wine  vat.) 

4.  [He  went]  (instead  of  me.) 

5.  [Why  hast  thou  come]  (forme?) 

6.  [They  died]  (of  a  fever.) 

7.  [I  am  glad]  (of  the  coining)  (of  Stephen.) 

8.  [He  went  (in  order)  to  find  his  friend.] 

9.  (In         ,         viewing)  (         ,         the  sun)  [he  in- 
jured his  eyes.] 

Rule  V. 

When  ivith  is  not  used  in  the  sense  of  by  or  the  means 
cf  the  section  is  conjunctive. 

EXERCISES. 

1.  [Make      ,      (     ,     me)  a  coat]  (ivith  ten  buttons.) 

2.  a  [The  little  birds  have  ceased  their  warbling]: 
(they  are  asleep)  (on  the  boughs)  (each  ,  ,  ) 
(with  his  head)  (behind  his  wing/') 

3.  [He  was  presented]  (with  a  sivord.) 

4.  [He  walks]  (with  great  speed.) 
,   5.  [He  went]  (with  me.) 

The  term,  with,  under  its  primitive  application, -was  the  name  of 
a^  young  tree  or  sapling,  employed  by  fence  makers  as  instruments 
or  means  for  binding  one  stake  to  another. — From  signifying  the 
band  or  instrument  with  which  the  stakes  are  bound  one  to  another, 
the  word  has  come  to  denote  the  act  of  attaching  one  thing  to  ano- 
ther-— hence  when  we  desire  to  add  or  join  one  thing  to  another,  we 
sometimes  use  icith;  as,  make  me  a  coat  with  ten  buttons,  Or,  give 
me  the  child  with  its  gloves,  Or,  John  went  with  the  child  for  its 
gloves. 

With  is  also  used  in  the  instrumental  section;  as,  "  with  a  cane.'1 
The  instrumental  character  of  with,  has  been  derived  from  the 

*  Beware  ye  of  the  leaven  of  the  Pharisees. 
That  is  :  because  of  the  leaven. 


AMERICAN  GRAMMAR.  171 

tact  that  it  formerly  was  tho  name  of  the  sapling  under  its  instru- 
mental relation  to  the  stakes.  With,  then,  sustains  two  characters 
— conjunctive  and  instrumental.  The  first  is  derived  from  the  act 
performed  with  the  thing  of  which  with  was  the  name.  The  se- 
cond is  derived  from  the  relation  of  this  thing  to  the  stakes  them- 
selves. 

Rule  VI. 

When  the  thing  in  the  insentensic  section  is  taken 
from  that  in  the  sen  ten  sic,  the  section  in  which  ivithout) 
but,  except,  save  or  besides  occurs,  is  detractive. 


EXERCISES. 

He  went]  (without  me.) 
He  still  remains]  (without  hope.) 
He  stood]  (ivithout  company),  (without  the  gate.) 
"He  brought  the  horse]  (without  the  gig*) 
Ail  went]  (but  him.) 
I  will  give  (        ,  you)  all  the  books]  (except 

~He  suffered  none  to  go]  (save  John  and  James.) 
There  were  three  men  lost]  (besides  John.) 

That  is — even  without  John,  there  were  three. 
There  are  six  besides  me. 

That  is — when  I  am  taken   from  the  number,  there  are  six., 
There  are  sis  without  me. 

Rule  VII. 

When  the  noun  denotes  the  actual  performer  of  the 
action,  the  section  in  which  of  or  by  occurs,  is  active. 


1. 

2. 
3. 
4. 
5. 
6. 
one.) 
7. 
8, 


EXERCISES. 


1. 

2. 
3. 


"Every  good  man  is  taught]  (of  God.) 
"He  was  despised]  (of  men?) 
~He  was  called]  (of  the  Spirit.) 


Where  one  is  not  the  real  doer  of  the  act,  but  is  merely  instru- 
mental in  having  it  done  by  another,  the  section  is  not  active,  but 
instrumental ;  as,  [Many  houses  have  been  built]  (by  Stephen  Girard.) 

That  is,  he  superintended  the  labourers  who  were  the  real  actors 
or  builders. 

But  when  it  is  meant  that  Stephen  Girard  himself  performed  the 
labour,  the  section  is  active;  as;  [this  house  was  built]  (by  Stephen 
Girard)  without  the  aid  of  any  person. 


17$  AMERICAN  GRAMMAR. 

The  same  remarks  which  are  here  made  in  reference  to  the  sec- 
tion in  which  by  is  used,  apply  to  that  in  which  of  is  employed;  as> 
[he  was  led  up]  (of  the  spirit.) 

The  meaning  here  expressed  is  obviously  this ;  the  spirit  was  in- 
strumental, inasmuch  as  he  tempted  our  Saviour  to  go  up  into  the 
mountain. 

But  if  the  meaning  was  that  the  spirit  actually  carried  our  Sa- 
viour up  into  the  mountain  as  a  person  might  carry  or  lead  a  child, 
then  the  section,  "  of  the  spirit"  would  be  active, 

The  meaning  is  evidently  that,  Christ  went  up  into  the  mountain 
through  the  temptation  which  was  offered  by  the  spirit. 

Rule  VIII. 
Where  as  or  for  introduces  an  insentensic  section  to 
show  the  character,  calling  or  rank   of  a  person  or 
thing  in  a  superior  section,  the  section  is  characteristic, 

EXERCISES. 

1 .  [Let  her  go]  (for  a  wretch.) 

2.  I  address  you]  (as  his  friend. 

3.  [As  John  listed]  (as  a  soldier,)  (he  went)  (into  the 
field)  (of  blood.) 

4.  [I  meet  you]  (as  a  friend.) 

5.  [I  used  this  stick]  (as  a  pen.) 

6.  [John  came]  (as  a  prophet.) 

PROMISCUOUS  EXERCISES. 

1.  (By  grace)  [are  ye  saved]  (  ,  ,  )  (through 
faith.) 

2.  £For  we  know  that]  (if  our  earthly  house  (of  this 
tabernacle)    was    dissolved,)    (we    have     a    building) 

(  >  >  >  )  (°f  God>)  (  ,  .  >  an  house) 
(  ,  ,  not  made)  (with  hands,)  (  ,  ,  ,  eter- 
nal) (in  the  heavens.) — 2  Cor.  v.  1. 

2.  [For  we  walk]  (by  faith$)  (  ,  ,  ,  not  ,  ) 
(by  sight.) — 2  Cor.  v.  7. 

4.  [Wherefore  we  labour]  (that  (whether  ,  , 
present  or  absent),  we  may  be  accepted)  (of  him.)-— 2 
Cor.  v.  9. 

5.  [The  chief  captain  commanded  him  to  be  brought 
(into  the  temple,)  and  that]  (he  should  be  examined) 
(by  scourging.) — Jicts  xxii.  28. 

6.  [And  the  chief  captain  answered,]  (with  a  great 
sum,)  (obtained  I  this  freedom.) — J3cts  xxii.  24. 


AMERICAN  GRAMMAR.  '173 

7.  [And  as  (they  bound  him)  (with  thongs,)  Paul 
said]  (unto  the  Centurion)  (that  stood)  (by  ,  ), 

(is  it  lawful)  (for  you  to  scourge  a  man)  (that  is  a  Ro- 
man,) (and        ,        ,         uncondemned.) — Acts  xxii.  25. 

["  Wheresoever  this  Gospel  shall  be  preached]  (in 
the  whole  world)  (there  shall  also  this  ,  (that  this 
woman  hath  done)  be  told)  (for  a  memorial)  (of  her.") 
—Matt.  xxvi.  13. 

[But  he  (that  entereth  in)  (by  the  door)  is  the  shep- 
herd] (of  the  sheep.) — John  x.  2. 

("  If  this  man  was  not)  (of  God,)  [he  could  do  noth-  ' 
ing."] — John  ix.  33. 

(Verily  verily,  [I  say]  (unto  you,)  He  (that  entereth 
not)  (by  the  door)  (into  the  sheepfold,)  (but         , 
climbeth  up)  (  .      ,         some  other  way,)  the  same  is  a 
thief  and  a  robber.") — John  x.  1. 

For  further  exercises,  see  page  22. 


PART  IV. 

PROSODY. 

Prosody  is  that  part  of  Grammar  which  divides  a 
book  into  its  several  parts  by  certain  fixed  characters, 
and  which  teaches  pronunciation,  accent,  quantity,  em- 
phasis, pause,  tone  and  poetic  measure  with  the  figures 
of  speech. 

PUNCTUATION. 

Punctuation  is  the  art  of  dividing  a  book  into  its 
several  parts,  and  of  expressing  or  denying  a  relation 
between  those  two  which  stand  together  on  the  paper. 

As  a  house  is  divided  into  several  rooms  or  compartments,  so  is  a 
book  divided  into  several  relative  parts. 

The  following  Characters  divide  a  Book  into  Parts,  and 
express  the  kind  and  degree  of  Relation,  that  the  Parts 
bear  to  one  another: 

123456789 

.      .  P       t     (  \ 

15        16      17      18      19      20      21 


10      11      12      13 
A       f       §      "" 

14 

[] 

22     23     24     25 
••        *       t        t 

25 
II 

27 

***  p  2 


1T4  AMERICAN  GRAMMAR, 

1  2  '3  4  5.6 

Hyphen.    Comma.     Semicolon.    Colon.     Period.    Interrogation, 

7  8  9  10  11  12 

Exclamation.    Dash.    Parenthesis.     Caret,    Paragraph.     Section. 

13  14  15  16  17  18 

Quotation.      Brackets.     Index.     Brace.     Ellipsis.     Acute  accent. 

19  20  21  22  23  24 

Grave  accent.      Breve.      Dash.      Dicer esis.       Asterisk,      Obelisk, 

25  26  27 

Double  dagger.    Parallel.    Asterisks. 

Rule  I. 

The  Hyphen  (-)  intimates  that  the  rest  of  the  word 
begins  the  next  line,  connects  compound  words,  and 
occasionally  divides  words  into  syllables;  as,  Gram- 
mar, Tea-pot,  Con-tem-pla-tion. 

2.    COMMA. 

1.  The  comma  is  employed  to  mark  the  omission  of  a  word  or 
section. 

2.  It  is  used  to  deny  the  relation  of  one  word  or  one  section  to 
another. 

3.  It  is  used  to  mark  some  irregularity  in  the  position  of  a  word 
or  a  sentence. 

4.  It  is  often  used  merely  to  mark  a  pause. 

Observation  I. 

When  the  words  of  a  section  which  stand  together, 
are  not  connected  in  construction  and  sense,  the  want  of 
this  relation  may  in  all  instances,  be  expressed  by  a 
comma;  as,  "  The,  good,  old  man." 

As  the  is  added  to  man,  it  has  no  relation  with  good — hence  a 
comma  may  be  placed  after  the. 

As  good  is  added  to  man,  it  has  no  relation  with  old;  hence  a 
comma  may  be  placed  after  good.  But  as  old  is  added  to  man. 
a  comma  should  not  be  placed  after  it. 

Observation  II. 

When  the  nature  of  the  case  permits  the  words  of 
the  same  section  to  connect  themselves  contrary  to  the 
author's  intention,  the  obtrusive  relation  must  be  de- 
nied by  a  comma;  as, 

1 .  I  saw  the  very,  old  man. 

2.  John,  James  went  to  church. 


AMERICAN  GRAMMAR.  17 5 

3.  A  certain  man  planted  a  vineyard,  and  set  a  hedge, 
and  digged  a  place,  and  built  a  tower,  and  let  it  out, 
and  went. 

As  saw  is  added  to  I,  a  comma  must  not  be  put  before  it,  and  as 
from  the  nature  of  the  case,  saw  and  the  can  have  no  relation,  there 
is  no  necessity  for  a  comma  between  them.  Yet  a  comma  may  be 
put  between  these  words,  for  one  holds  no  relation  with  the  other ;  as, 

I  saw,  the  very,  good,  old  man. 

But  it  may  be  said  that  the  comma  after  saw,  may  cut  off  saw's 
relation  from  man.  Of  this,  there  can  be  no  danger,  for  a  comma 
exerts  no  influence  beyond  the  two  words  or  two  sections  between 
which  it  is  placed. 

As  there  is  no  relation  between  the  and  very,  a  comma  may  be 
put  after  the — but,  as  the  nature  of  the  case  is  a  sure  preventive 
against  any  obtrusive  relation  between  these  adjectives,  there  is 
no  necessity  for  a  comma.  As  the  nature  of  the  case  favours  an  ob- 
trusive relation  between  very  and  good,  a  comma  must  be  used  as 
a  preventive  against  it.  For  we  have  taken  it  as  conceded  that 
the  writer's  intention  is,  not  to  increase  the  goodness  by  adding 
very  to  good,  but  to  point  out  identity  by  adding  very  to  man',  as, 

"  I  saw  the  very  man  whom  you  saw." 

2.  "John,  James  went  to  church." 

The  nature  of  this  case  is  favourable  to  an  obtrusive  relation — 
for  nothing  is  more  natural  than  for  the  word,  John,  to  cleave  to  the 
word,  James ;  as, 

John  James  went  to  church. 

What  James  went  ?    John  James. 

The  comma,  therefore,  must  be  used  after  John;  or  an  unintend- 
ed relation  obtrudes,  and  destroys  the  address  which  the  writer 
wishes  to  make. 

3.  "A  certain  man  planted  a  vineyard,  and  set  a 
hedge,  and  digged  a  place,  and  built  a  tower,  and  let 
it  out,  and  went. 

1 .  Where  the  Commas  may  be  put. 

1.  A,  certain  man  planted,  a  vineyard,  and  set,  a 
hedge,  and  digged,  a  place,  and  built,  a  tower,  and  let 
it,  out,  and  went. 

2.  Wliere  the  Commas  should  be  put. 

2.  A  certain  man  planted  a  vineyard,  and  set  a 
hedge,  and  digged  a  place,  and  built  a  tower,  and  let 
it  out,  and  went. 


176  AMERICAN  GRAMMAR. 

Each  comma  is  put  between  parts  of  speech,  which  are  very 
often  related  one  to  the  other ;  and  as  these  parts  are  not  related 
here,  and  as  the  sense  is  not  sufficiently  clear  to  teach  many  read- 
ers this  want  of  connexion,  the  comma  is  important.  That  and 
and  vineyard  are  not  related  is  evident  to  the  grammarian,  from 
the  fact  that,  and  subjoins  set,  not  to  vineyard,  but  to  planted. 

But  for  the  sake  of  him  who  is  not  skilled  in  grammar,  the  danger 
of  obscurity  without  the  comma,  seems  to  demand  its  use. 

In  the  first  of  the  following  sentences  no  comma  can  be  used.  In 
the  second,  one  may  be  used — 

1.  Man  lives  and  grows  and  dies  and  lives  again. 

2.  Man  lives  and  grows  old,  and  dies  and  lives  again. 

As  old  refers  to  grows,  no  comma  can  be.  admitted  between  old 
and  grows;  but  as  and  and  old  have  no  connexion  one  with  the 
other,  a  comma  may  be  put  between  them. 

Observation  III. 

When  the  sections  of  a  sentence,  which  stand  to- 
gether, are  not  connected  in  sense  and  construction,  the 
want  of  this  relation  may  be  expressed  by  a  commas 
as,  He  walked  with  me,  with  his  cane,  to  the  ship,  from 
his  house. 

Here  the  subject  is  so  clear  that  no  comma  is  necessary — yet  as 
no  minor  section  refers  to  another  minor  section,  three  commas 
are  admissible.  But  between  the  major  and  the  first  minor  section, 
a  comma  can  not  be  used — for  with  me  is  as  closely  connected  with 
He  walked,  as  the  ear  is  with  the  head. 

Observation  IV. 

When  the  nature  of  the  case  permits  the  sections  of  a 
sentence  to  connect  themselves  contrary  to  the  writer's 
intention,  this  obtrusive  relation  must  be  denied  by  a 
comma,*  as, 

1.  I  eat  a  piece  of  an  apple,  which  he  gave  me. 

2.  Send  me  twenty  men  that  I  have  designated, 
from  the  company. 

3.  He  began,  by  parables  to  speak  unto  them. 

Now,  it  is  as  possible  and  as  probable  that  I  should  eat  a  whole 
apple  as  it  is  that  I  should  eat  a  mere  part  of  one.  As  the  nature  of 
the  case,  then,  is  not  a  rule  of  decision,  we  must  resort  to  other 
means  for  deciding  whether  I  eat  a  piece  of  an  apple,  or  a  whole 
one.  And,  as  where  neither  the  nature  of  the  subject,  nor  the 
punctuation  decides,  the  approximate  or  local  relation  must,  it 
is  obvious  that  unless  the  comma  is  inserted  between  the  sections, 
(of  an  apple,)  and  (which  he  gave,)  I  assert,  whether  I  intend  to  or 
not,  that  I  eat  the  whole  apple— 


AMERICAN  GRAMMAR.  177 

I  eat  a  piece  of  an  apple  which  he  gave  me. 

Now,  "  which  he  gave"  is  an  inferior  section,  and,  as  where  neither 
the  sense  nor  punctuation  prevents,  we  have  a  right  to  presume  that 
the  writer  has  followed  this  general  and  natural  principle,  "place 
every  inferior  member  as  near  its  own  superior  as  the  nature  of 
the  construction  and  subject  will  permit"  we  are  justified  in  say- 
ing that  the  Close  Reading  of  "  which  he  gave"  gives  "  which  he 
gave"  a  direct  relation  with  "  of  an  apple." 

"  Of  an  apple  ivhich  he  gave" 

But  when  the  nature  of  the  case  or  punctuation  acts  as  a  preven- 
tive against  referring  the  inferior  section  to  the  nearest  one  as  its 
superior,  the  same  sections,  printed  in  the  same  order,  may  make  a 
very  different  sentence  in  point  of  fact;  as, 

/  eat  apiece  of  an  apple,  which  he  gave  me. 
Close  Reading — I  eat  a  piece  which  he  gave  me. 

Rule  II. 

Where  the  nature  of  the  case  favours  a  wrong  rela- 
tion, contiguous  words  or  contiguous  sections  must  be 
separated  by  a  comma;  as,  Send  me  twenty  men  that 
I  have  designated,  from  the  company ,  Send  me  twenty- 
men  from  the  company,  that  I  have  designated,  I  saw  the 
very,  old  man  whom  you  called. 

The  comma  in  the  first  example,  is  used  to  prevent  an  instanta- 
neous connexion  which  the  mind  might  form  without  it,  between 
the  sections,  "  I  have  designated"  and  "from  the  company"  This 
obtrusive  relation  being  denied  by  the  comma  after  designated,  the 
mind  refers  the  inferior  section,  "from  the  company"  immediately 
to  the  major  section — 

[Send  twenty  men]  (from  the  company,) 

In  the  second  sentence,  the  comma  is  put  after  com- 
pany, to  prevent  the  mind  from  connecting  (that  I  have 
designated)  with  (from  the  company.) 

EXERCISES  ON  THE  COMMA. 
QUESTIONS. 

Does  the  first  sentence  demand  a  comma  to  render  the  writer's 
intention  clear  ? 
Does  the  second  sentence  require  a  comma  ? 
Does  the  third? 
Does  the  fourth  ? 
Does  the  fifth? 
Does  the  sixth  ? 
Did  he  read  the  books  or  the  titles ? 


1F8  AMERICAN  GRAMMAR. 

1.  The  titles  of  books  which  comprise  two  or  more 
words,  are  nouns. 

2.  I  eat  the  piece  of  an  apple  which  he  gave  me. 

3.  I  took  this  note  from  the  page  of  his  book  which 
publishes  it  to  the  world. 

4.  I  took  this  note  from  the  very  page  of  that  book 
.which  presents  it. 

5.  I  saw  the  titles  of  books  which  he  read  over. 

6.  He  gave  me  the  titles  of  the  books  which  he  read 
to  my  brother. 

He  studies  diligently,  and,  certainly  makes  great  pro- 
gress. 

Why  are  the  commas  employed  in  this  sentence? 

To  separate  and  from  diligently  and  certainly.  And  subjoins 
makes  to  studies — He  studies  and  makes  rapid  progress. 

The  foundation  is  vast  and  solid — and,  though  it  has 
been  hastily  laid,  it  is  durable. 

Why  is  the  comma  put  after  and? 

To  show  that  and  has  no  connexion  with  the  intervening  section. 
And  begins  a  section,  which,  "  though  it  has  been  hastily  laid"  in- 
terrupts. 

The  sentence  without  this  interruption  would  require  no  comma  ; 
as, 

The  foundation  is  vast  and  solid — and  it  is  durable; 
though  it  has  been  hastily  laid. 

"  We  have,  within  ourselves,  all  the  elements  of  na- 
tional greatness." 

Why  are  two  commas  used? 

For  no  good  reason — one  is  sufficient — and  neither  is  absolutely 
necessary. 

1.  We  have  ivithin  ourselves,  all  the  elements  of  na- 
tional greatness. 

2.  We  have  within  ourselves  all  the*  elements  of  na- 
tional greatness. 

3.  We  have  all  the  elements  of  national  greatness 
within  ourselves. 

Observation  I. 
When  the  inferior  section  is  placed  before  its  su- 
perior, the  comma  may  be  usedj  as,  When  the  child  re* 


AMERICAN  GRAMMAR.  179 

turns,  the  parents  will  rejoice,  He  began,  by  parables  to 
speak  unto  them. 

Observation  II. 

Generally,  when  a  word  or  section  is  omitted,  the 
omission  should  be  marked  by  a  comma;  as,  He  teaches 
the  Latin,  and  the  Greek  language. 

But  if  Latin  and  Greek  are  taken  as  nouns,  the  comma  should 
be  omitted  ;  as, 

He  teaches  the  Latin  and  Greek. 
Observation  III. 

Couplets  should  be  separated;  as,  Truth  is  fair  and 
artless,  simple  and  sincere,  uniform  and  consistent. 

Observation  IV. 

Commas  may  be  used  to  denote  a  pause;  as,  Every 
leaf,  and  every  twig,  teem  with  life. 

Observations. 

Before  attempting  to  say  any  thing  definite  upon  the 
semicolon,  colon  and  period,  it  may  be  proper  to  make  a 
few  remarks  upon  those  relations  which  these  characters 
express*  It  is  not  expected,  however,  that  these  remarks, 
brief  and  crude  as  they  are,  will  do  any  thing  more  than 
throw  the  mind  of  the  pupil  into  a  thoughtful  posture 
upon  this  subject. 

A  book  is  a  series  of  writing  or  printing1,  founded  on  a  mass  of 
kindred  things.  The  entire  mass  is  divided  into  lesser  masses,  and 
these  again  into  lesser  still;  and  so  on  until  we  come  down  to  indi- 
viduals, the  constituent  parts  of  the  least  mass  in  the  grand  one. 

The  first  divisions  of  the  entire  mass,  are  represented  by  chap- 
ters; the  second,  by  paragraphs;  the  third,  by  sentences;  and  the 
fourth,  by  the  sections  or  clauses  of  a  sentence. 

That  part  of  the  entire  mass,  which  forms  the  subject  of  this  note, 
is  the  mass  of  which  a  sentence  is  predicated. 

To  know  what,  or  how  much  is  comprised  in  this  mass,  a  little 
attention  must  be  given  to  the  relations  which  connect  the  indivi- 
duals in  it. 

There  are  three  kinds  of  relation,  which  bring  things  into  this 
part  of  the  grand  mass;  and  these  relations  are  the  boundaries  or 
limits  of  a  sentence.  The  relations  are  the  constituent,  the  inci- 
dental, and  suggestive. 

The  constituent.  Whatever  has  a  being,  either  in  fancy  or  real- 
ity, exists  under  the  character  of  grand,  major,  and  minor  whole. 
The  whole,  with  all  its  minute  properties,  is  the  grand  one ;  as,  A 


180  AMERICAN  GRAMMAR, 

man.  The  principal  or  primary  whole  in  the  grand  one,  is  the  ma- 
jor', as,  The  body  or  trunk.  The  secondary  wholes  are  the  minors  : 
asj  The  arm,  hand,  finger. 

The  major  whole  is  the  basis  on  which  the  minors  are  erected ; 
and  the  bearing  which  the  major  and  minors  have  on  each  other,  in 
constituting  the  grand  whole,  is  the  constituent  relation.  This  re- 
lation is  close  and  deep,  and  justifies  the  including  of  the  wholes 
between  which  it  is  found,  in  the  same  sentence. 

An  example.  The  fingers  of  the  hand  of  the  arm  of 
the  body  of  that  man,  are  strong. 

It  is  next  to  be  shown  in  what  way  two  or  more  grand  wholes  be-  . 
come  so  related  that  each  can  be  treated  of  in  the  same  sentence. 
The  major  and  minor  wholes  derive  their  relation  from  their  enter- 
ing  into,  and  constituting  the  grand  whole.  And  the  grand  one  de- 
rives the  relation  which  it  has  with  the  major  and  minors,  from 
being  constituted  by  them.  But  the  grand  wholes  are  distinct  in 
their  creation.  They  do  not  form  a  part  of  each  other  :  a  man  is  a 
grand  whole :  and  it  is  easy  to  see  that  the  parts  or  different  wholes 
of  which  he  is  made  up,  have  such  a  relation  as  requires  all  the 
parts,  spoken  of,  to  be  brought  within  the  same  sentence. 

But  how  two  grand  wholes,  (for  instance  two  men)  can  be  in- 
eluded  in  the  same  sentence,  is  yet  to  be  discussed.  To  treat  of  two 
or  more  grand  wholes,  in  the  same  sentence,  which  have  no  rela* 
tion,  is  in  no  way  warrantable.  The  force  of  this  position  will  be 
felt  from  the  following  attempt : — 

Ships  move  John  is  a  pupil  1  am  here  New  York  mar- 
ket is  much  improved. 

The  grand  wholes  are  brought  to  bear  upon  each  other,  through 
the  incidents  or  circumstances  which  constantly  attend  them :  such 
as  interest,  arising  in  various  ways;  location,  instrumentality, 
cause,  effect,  association,  &c. 

These  bearings  are  styled  incidental;  and  the  relation  which 
they  produce,  though  not  so  close  as  the  constituent,  justifies  the 
including  of  the  grand  wholes  between  which  it  is  found,  in  the 
same  sentence. 

The  following  sentence  comprises  four  grand  wholes,  and  pre- 
sents three  incidents  which  produce  a  relation  between  them.  The 
words,  representing  the  toholes}  begin  with  capitals;  those,  mark- 
ing the  incidents,  are  in  italic. 

The  Eagle  flew  from  the  Pine,  over  the  Beech,  to  the 
Oak. 

The  suggestive  relation  is  not  so  close  as  either  of  the  others. 
But  even  this  is  not  very  often  so  slight  that  the  things  between 
which  it  is  found,  can  be  treated  of  in  distinct  sentences. 

This  relation  arises  from  a  variety  of  causes,  and  much  in  the 
way.  signified  by  its  name.  First,  it  arises  from  a  known  capacity 
in  one.  to  supply  or  give  what  the  condition  of  another  demands \ 
as, 


AMERICAN  GRAMMAR.  181 

I  am  needy:   Howard  is  benevolent:    The  lads  are 

cold:  yonder  is  a  fire. 

Secondly,  the  suggestive  relation  is  derived  from  a  resemblance,, 
either  in  situation,  quality  or  disposition;  as, 

As  wood  is  to  fire;  so  is  a  contentious  man  to  the  pro- 
duction of  strife.     He  is  rich;  so  am  I. 

The  third  cause  of  the  suggestive  relation  is  a  contrary  extreme 
or  striking  difference :  as, 

They  are  rich;  but  we  are  poor.  He  is  good:  and, 
although  we  have  his  example,  yet  we  are  bad. 

The  next  branch  of  this  note  treats  of  the  descent  of  sentences — 

Sentences  are  productive.  This  generative  or  productive  power 
arises  from  the  relations  which  the  things  treated  of  in  one  sen- 
tence have  with  other  things.  There  is  a  relation  ;  but  it  is  not  so 
close  as  to  justify  the  including  of  all  in  the  same  sentence.  Hence, 
the  first  sentence  gives  rise  to  the  second,  the  second  to  the  third, 
and  the  third  to  the  fourth.  The  addition  of  sentences  is  conti- 
nued in  this  manner  as  long  as  the  relation  of  the  things  which  the 
writer  has  in  view,  is  direct.  But  whenever  the  relation  between 
them  becomes  indirect ;  or  in  other  words,  whenever  the  ^writer 
turns  aside  to  include  something  not  immediately  related  to  what 
has  gone  before,  the  line  of  descent  between  sentences  ceases,  and 
that  between  paragraphs  commences.  That  is,  as  soon  as  the  rela- 
tion becomes  indirect,  one  sentence  no  longer  produces  another  sen- 
tence ;  but  one  paragraph  produces  another  paragraph. 

There  are  six  kinds  of  relation  which  should  be  observed  in  divi- 
ding a  book  or  a  discourse  into  its  several  parts.  Three  of  the  six 
have  already  been  explained;  namely,  the  constituent,  incidental 
and  suggestive. 

The  others  remain  for  present  discussion.  They  are  styled  direct, 
partially  direct  and  indirect. 

The  direct  relation  is  an  immediate  bearing  or  connexion,  though 
it  may  be  slight,  of  all  the  things  in  view. 

An  example.  Samuel  Booth  is  a  ship-owner,  and 
resides  near  the  finest  harbour  in  the  world.  Of  this 
person,  my  father  purchased  that  schooner. 

The  partially  direct  is  a  direct  relation  between  only  some  of  the 
things  in  view. 

An  example.  Nathaniel  Booth  is  a  ship-owner,  and 
resides  near  the  finest  harbour  in  the  world. 

My  father  is  Samuel  Pollard;  and  he  purchased  that 
schooner  of  Mr.  Booth. 

The  fact  that "  Samuel  Pollard  is  my  father,"  has  no  direct  bearing 
on  the  fact  that  "  Nathaniel  Booth  is  a  ship-owner,  and  resides  near 
the  finest  harbour  in  the  world." 


18£  AMERICAN  GRAMMAR* 

But  the  fact  that  Samuel  Pollard  is  my  father,  has  a  direct  bearing 
on  the  fact  that  he  purchased  this  schooner  of  Mr.  Booth. 

This  relation  is  denoted  by  an  indented  position  of  the  sentence 

Thepartially  direct  relation  is  good  ground  for  a  new  paragraph. 

The  first  of  the  following  exhibitions  of  the  preceding  instances^ 
includes  both  examples  in  the  same  paragraph.  But  the  second  ex- 
hibition makes  two  paragraphs — 

Nathaniel  Booth  is  a  ship-owner,  and  resides  near 
the  finest  harbour  in  the  world.  And  my  father  pur- 
chased that  schooner  of  him. 

Nathaniel  Booth  is  a  ship-owner,  and  resides  near  the 
finest  harbor  in  the  world. 

Samuel  Pollard  is  my  father;  and  he  purchased  that 
schooner  of  Mr.  Booth. 

The  indirect  relation  is  that  which  takes  place  when  the  things 
treated  of,  have  a  remote  bearing  on  those  which  precede  them, 

For  instance  :  Things  disconnected  in  themselves,  may  receive  a 
slight  bearing  on  each  other,  from  relating  to  the  same  person 
Thus  a  man's  deeds  in  public,  and  his  transactions  in  private,  may 
have  a  remote  relation  on  the  ground  that  both  the  public,  and  pri- 
vate scenes  relate,  not  to  each  other,  but  to  the  same  person, 

The  indirect  relation  is  authority  for  the  commencement  of  a 
new  chapter.  Thus  end  the  gradations  of  the  relation,  existing 
between  the  kindred  masses  which  constitute  the  grand  mass  or  en- 
tire book. 

The  semicolon  ( j )  sustains  no  negative  character.  It  is  the  pro- 
vince of  this  point  to  denote  that  the  relation,  existing  between  the 
sections  where  it  is  placed,  is  one  degree  in  closeness  or  depth,  less 
than  that  denied  by  the  comma  ( , ). 

The  highest  or  first  degree  in  relation,  is  that  which  proceeds 
from  a  close  incidental,  or  constituent  bearing  of  the  things  which 
make  the  foundation  of  the  sentence. 

The  second  is  that  which  originates  from  a  medium  incidental 
bearing,  or  from  a  close  suggestive  one ;  as, 

The  good  will  be  happyi  but  the  bad  will  be  mise- 
rable. 

The  third  is  the  result  of  a  slight  incidental  or  suggestive  bear- 
ing.   This  degree  is  marked  by  a  colon ;  as, 

Nature  felt  her  inability  to  extricate  herself  from  the 
consequences  of  guilt:  the  gospel  reveals  the  plan  of 
divine  interposition  and  aid. 

The  fourth  degree  in  the  closeness  of  the  relation,  comes  from 
the  most  slight  incidental  bearing,  existing  among  the  minor  mass 
es  of  the  entire  mass  on  which  the  sentence  is  founded, 


AMERICAN  GRAMMAR.  183 

This  relation  is  marked  by  the  period  (.)  or  interrogation 
point  ( ?  ) ;  as, 

Nathaniel  Booth  is  a  ship-owner,  and  resides  near 
the  finest  harbour  in  the  world.  And,  of  his  friend5my 
father  purchased  this  schooner. 

The  fifth  degree  comes  from  a  bearing  which  is  but  partial!? 
direct.  This  is  signified  by  the  paragraph  (II),  or  by  an  indented 
position  of  the  next  sentence ;  as, 

f  Nathaniel  Booth  is  a  ship-owner,  and  resides  Bear 
the  finest  harbour  in  the  world. 

Samuel  Pollard  is  my  father,  and  he  purchased  this- 
schooner  of  Mr.  Booth. 

Rule  IIL 

The  relation  between  the  sections  of  a  sentence,  should 
be  expressed  by  the  colon  or  semicolon — 

Crafty  men  contemn  studies:  simple  men  admire 
them:  wise  men  use  them. 

Rule  IV. 

When  the  relation  is  quite  slight,  the  sentence  is 
closed,  and  the  Period  (.)  is  placed  at  the  end* 

Interrogation  (?)  is  used  when  a  question  is  asked. 

Admiration  or  Exclamation  (!)  is  used  to  express  some  emotion 
of  the  mind. 

Dash  ( — )  is  used  to  denote  abruptness — a  significant  pause- 
suspension  of  the  sense — or  that  the  first  clause  is  common  to  all 
the  rest. 

Parenthesis  ( )  is  used  to  enclose  some  necessary  remark  in  the 
body  of  another  sentence: — Commas  are  sometimes  used  instead  of 
Parentheses. 

Apostrophe  ( * )  is  used  in  place  of  a  letter  left  out ;  as,  lov'd,  for 
loved. 

Caret  (  a  )  is  used  to  show  that  some  word  is  either  omitted  ©r 
interlined. 

Paragraph  (IT)  is  used  at  the  commencement  of  a  new  para- 
graph. 

Section  (§)  is  used  to  divide  a  discourse  or  chapter  into  portions 

Quotation  (ll  ")  is  used  to  show  that  a  passage  is  quoted  in  the 
author's  own  words. 

Crotchets  or  Brackets  (  [  ]  )  is  to  enclose  a  word  or  semens® 
which  is  to  be  explained  in  a  note,  or  the  explanation  itself,  or  tQ 
correct  a  mistake,  or  supply  some  deficiency. 

Jniez  (O3)  is  used  to  point  out  any  remarkable  thing 


184  AMERICAN  GRAMMAR* 

£  is  used  to  connect  words  which  have  one  common  term, 
Brace?  or  three  lines  in  poetry,  having  the  same  rhyme,  called  a 
(  triplet. 

Ellipsis  ( )  is  used  when  some  letters  are  omitted)  as,  K g. 

forking. 

Acute  accent  (')  is  used  to  denote  a  short  syllable — the  grave  (K) 
a  long. 

Breve  (")  makes  a  short  vowel  or  syllable;  but  the  dash  (-) 
a  long. 

Dimresis  ( •• )  is  used  to  divide  a  diphthong  into  two  syllables;  as 
aerial. 

Asterisk  (*)  Obelisk  (f)  Double  dagger  (f)  Parallel  (||)  and 
small  letters  and  figures  refer  to  some  note  on  the  margin  or  at  th$ 
bottom  of  the  page. 

(  *  *  * )  Two  or  three  asterisks  denote  the  omission  of  some  let- 
ters in  some  bold  or  indelicate  expression. 

OF  CAPITALS. 

1.  The  first  word  of  every  book,  or  any  other  piece  of  writings 
must  begin  with  a  capital  letter. 

2.  The  first  word  after  a  period,  and  the  answer  to  a  question f 
must  begin  with  capitals. 

3.  Partial  nouns,  that  is,  names  of  persons,  places,  ships,  &c. 

4.  The  pronoun  /,  and  the  interjection  0,  are  written  in  capitals 
o.  The  first  word  of  every  line  in  poetry. 

6.  The  appellation  of  the  Deity;  as,  God,  Most  High,  &c. 

7.  Adjectives  derived  from  the  proper  names  of  places;  as,  Gre* 
eian,  Roman,  English,  &c. 

8.  The  first  word  of  a  quotation,  introduced  after  a  colon;  as. 
Always  remember  this  ancient  maxim  ;  "  Know  thyself." 

9.  Common  nouns,  when  personified;  as,  Come,  gentle  Spring, 

ACCENT. 

Accent  is  the  laying  of  a  greater  force  on  one  syllable  of  a  word 
than  on  another ;  as,  surmount. 

The  quantity  of  a  syllable  is  that  time  which  is  occupied  in  pro- 
nouncing it.     Quantity  is  either  long  or  short;  as,  Consume. 

Emphasis  is  a  remarkable  stress  laid  upon  certain  words  in  a  sen- 
tence, to  distinguish  them  from  the  rest,  by  making  the  meaning 
more  apparent;  as,  Apply  yourself  more  to  acquire  knowledge  than 
to  show  it  * 

A  pause  is  either  a  total  cessation,  or  a  short  suspension  of  the 
voice,  during  a  perceptible  space  of  time ;  as,  Reading — makes  a 
full  man; — conference—a  ready — man; — and  writing — an  exact — 
man. 

Tone  is  a  particular  modulation  or  inflection  of  the  voice,  suited 
to  the  sense;  as,  How  bright  these  glorious  spirits  shine  !t 

*  Emphasis  should  be  made  rather  by  suspending  the  voice  a  lit- 
tle after  the  emphatic  word,  than  by  striking  it  very  forcibly,  which 
is  disagreeable  to  a  good  ear.  A  very  short  pause  before  it,  would 
render  it  still  more  emphatical;  as,  Reading  makes  a/&Z&— man. 

t  Accent  and  quantity  respect  the  pronunciation  of  words ;  ©m- 


AMERICAN  GRAMMAR, 


VERSIFICATION. 


Prose  is  language  not  restrained  to  harmonic  sounds,  or  to  a  set 
number  of  syllables. 

Verse  or  poetry,  is  language  restrained  to  a  certain  number  of 
long,  and  short  syllables  in  every  line. 

Verse  is  of  two  kinds;  namely,  rhyme  and  blank  verse,  Whea 
the  last  syllable  of  every  two  lines  has  the  same  sound,  it  is  called 
rhyme;  but  when  this  is  not  the  case,  it  is  called  blank  verse. 

Feet*  are  parts  into  which  a  verse  is  divided,  to  see  whether  it 
has  its  just  number  of  syllables. 

Scanning  is  the  measuring  or  dividing  of  a  verset  into  the  seve- 
ral feet  of  which  it  is  composed. 

All  feet  consist  either  of  two  or  three  syllables,  and  are  reducible 
to  eight  kinds;  four  of  two  syllables,  and  four  of  three,  as  follows : 

Dissyllables.  Trisyllables. 


A  trochee  ;  as,  ldve\y$ 
An  Iambus;  became 
A  spondee ;  vain  man 
A  pyrrhic ;  on  a  (bank) 
The  feet  in  most  common  use  are 


A  dactyl ;  as  probably 
An  amphibrach :  domestic 
An  anapaest ;  mlslmprove 
A  tribrach ;  (com)fort&bly 
Iambic,  Trochaic  and  Anapaestic, 


IAMBIC  MEASURE. 

Iambic  measure  is  adapted  to  serious  subjects*  and  cojnpntts 
verses  of  several  kinds;  such  as, 

1 .  Of  four  syllables,  or  two  feet ;  as, 

With  rav-ish'd  ears. 
The  mdn-arch  hears. 
It  sometimes  has  an  additional  short  syllable,  making  what  is 
called  a  double  ending ;  as, 

Upon  a  moun-taln. 
Beside- a  foun-tafot, 

2.  Of  three  iambics,  or  six  syllables  ;  as, 

Aloft  -  in  aw-ful  state, 
The  god  -  like  he-ro  sat. 
Our  hearts-no  long-er  lan-guish.    An  additional  syllable, 

3.  Of  eight  syllables,  or  four  iambic  feet;  as, 

And  may  -  at  last  -  my  wea-n/  age, 
Find  out  -  the  peace-ful  her-mitage. 

phasis  and  pause  the  meaning  of  the  sentence,  while  tone  refers  to 
the  feeling  of  the  speaker. 

*  So  called  from  the  resemblance  which  the  movement  of  the 
tongue,  in  reading  verse,  bears  to  the  motion  of  the  feet  in  walking 

t  A  single  line  is  called  a  verse.  In  rhyme,  two  lines  are  called 
a  couplet;  and  three  ending  with  the  same  sound,  a  triplet. 

X  The  marks  over  the  vowels  show,  that  a  trochee  consists  of  a 
long  and  a  short  syllable,  i.  e.  the  first  syllable  is  accented,  and  the 
last  unaccented.  The  iambic  has  the  first  syllable  short,  and  tfce 
last  long,  &c, 

q  2 


186  AMERICAN  GRAMMAR. 

4,  Of  ten  syllables,  or  five  feet ;  called  hexameter,  heroic  or  tragic 
verse;  as, 

The  stars  *  shall  fade  away,-  the  sun  himself 
Grow  dim  -  with  age,  -  and  na-ture  sink  -  in  years. 
Sometimes  the  last  line  of  a  couplet  is  stretched  out  to  twelve 
tyllables,  or  six  feet,  and  then  it  is  called  an  Alexandrine  verse;  aa 

For  thee  -  the  land  -  in  fra-grant  flovv'rs  -  is  drest : 

For  thee  -  the  o-cean  smiles,  -  and  smooths  -  her  w&-vy  breast. 

5,  Of  verses  containing  alternately  four,  and  three  feet ;  this  is  tht 
measure  commonly  used  in  psalms  and  hymns ;  as, 

Let  saints  -  below,  with  sweet  -  accord, 

Unite  -  with  those  -  above, 
in  sol-emn  lays,  -  to  praise  -  their  king, 

And  slng-hls  dy-ing  love. 

Verses  of  this  kind  were  anciently  written  in  two  lines,  each  con- 
taining fourteen  syllables. 

TROCHAIC  MEASURE. 

This  measure  is  quick  and  lively,  and  comprises  verses. 
Some  of  one  trochee,  and  a  long  syllable,  and  some  of  two  tto- 
t-hees ;  as, 

Tumult  -  cease,  On  the  •  mountain} 

Sink  to  -  peace.  By  a  -  fountain. 

2    Of  two  feet  or  two  trochees,  xoith  an  additional  long  sylla- 
ble;  as. 

In  the  -  days  of-  old, 
Stories  -  plainly  -  told. 

3,  Of  three  trochees,  or  three,  and  an  additional  long  syllable;  as 

When  our  -  hearts  are  -  mourning, 
Lovely  -  lasting  -  peace  of—  mind, 
Sweet  de-light  of-  human  -  kind. 

4,  Of  four  trochees  or  eight  syllables  ;  as, 

Now  the  -  dreadful  -  thunder's  -  roaring! 

5„  Of  six  trochees  or  twelve  syllables;  as, 

On  a  -  mountain,  -  stretch'd  be  -  neath  a  -  hoary  -  wlll6w} 
Lay  a  -  shepherd  -  swain,  and  -  view'd  the  -  rolling  -  billow. 

Those  trochaic  measures  that  are  very  uncommon,  have  beea 

omitted. 

ANAPAESTIC  MEASURE. 

1.  Of  two  anapaests,  or  two  and  an  unaccented  syllable  ;  at, 

But  his  cour-age  'gan  fail, 
For  no  arts  could  avail.  . 
Or,  Then  his  cour-age  'gan  fail  --  him, 
For  no  arts  -  could  avail  --  him. 

2    Of  three  anapaests,  or  nine  syllables;  as, 

0  ye  woods  -  spread  your  branch-es  apaceg 
To  your  deep-est  recess-es  I  fly ; 

1  would  hide  with  the  beasts  ,  of  the  chase; 

I  would  van-ish  from  every  eye, 


AMEBIC  AN  GRAMMAR.  187 

Sometimes  a  3yllable  is  retrenched  from  the  first  foot ;  as, 
YS  shep-herds  so  cheer-ful  and  gay, 
Whose  flocks  -  never  care-lessly  roam. 
3.  Of  four  anapaests,  or  twelve  syllables  ;  as} 

Tis  the  voice  •  of  the  slug-gard ;  I  hear  him  complain, 
You  have  wak'd  -  me  too  soon,  -  I  must  slura-ber  again. 
Sometimes  an  additional  short  syllable  is  found  at  the  end ;  ae. 
On  the  warm  cheek  of  youth,  -  smiles  and  ros-es  &re  blend-tn^. 
The  preceding  are  the  different  kinds  of  the  principal*  feet,  in 
their  more  simple  forms  ;  but  they  are  susceptible  of  numerous  va- 
riations, by  mixing  them  with  one  another,  and  with  the  secondary 
feet.-  The  following  lines  may  serve  as  an  example : — 
Spon.  Amph.  Dact.  lam. 

Time  shakes  -  the  stable  -  tyranny  -  of  thrones,  &c» 
Where  is  -  to-morrow?  -  in  anoth-er  world. 
She  all  -  night  long  -  her  am-orous  des-ciint  sung. 
Innu-merable  -  before  -  th'  Almighty's  throne. 
That  on  -  weak  wings  -  from  far  -  pursues  -  your  flight. 

FIGURES  OF  SPEECH. 

A  Figure  of  Speech  is  a  mode  of  speaking,  in  which  a  word  or 
sentence  is  to  be  understood  in  a  sense  different  from  its  most  com- 
mon and  literal  meaning. 

The  principal  Figures  of  Speech  are. 

Personification,  Sy-nec'do-che, 

Simile,  Antithesis, 

Metaphor,  Climax, 

Allegory,  Exclamation, 

Hy-per'bo-le,  Interrogation, 

Irony,  Apostrophe, 

Metonomy,  Pleonasm. 

Prosopopceia,  or  Personification,  is  that  figure  of  speech  by  which 
we  attribute  life  and  action  to  inanimate  objects ;_  as,  The  sea  saw 
it  and  fled. 

A  similb  expresses  the  resemblance  that  one  object  bears  to  ano- 
ther ;  as,  He  shall  be  like  a  tree  planted  by  the  rivers  of  icattr. 

A  metaphor  is  a  simile  without  the  sign,  (like,  or  as,  &c.)  of  com- 
parison ;  as,  He  shall  be  a  tree  planted  by,  <^c. 

An  allegory  is  a  continuation  of  several  metaphors,  so  connected 
in  sense,  as  to  form  a  kind  of  parable  or  fable ;  thus,  The  people  of 
Israel  are  represented  under  the  image  of  a  vine ;  Thou  hast  brought 
a  vine  out  of  Egypt,  fyc.    Ps.  Ixxx.  8  to  17. 

An  hyper'bole  is  a  figure  that  represents  things  as  greater  or  less, 
better  or  worse,  than  they  really  are  ;  as,  When  David  says  of  Saul 
and  Jonathan,  They  were  swifter  than  eagles,  they  were  stronger 
than  lions. 

*  Iambus,  trochee,  and  anapaest,  may  be  denominated  principal 
feet :  because  pieces  of  poetry  may  be  wholly,  or  chiefly  formed  of 
any  of  them.  The  others  may  be  termed  secondary  feet ;  because 
their  chief  use  is  to  diversify  the  numbers  and  to  improve  the  verses . 


188  AMERICAN  GRAMMAR. 

Irony  is  a  figure  by  which  we  mean  quite  the  contrary  of  what 
we  say ;  as,  When  Elijah  said  to  the  worshippers  of  Baal ;  Cry 
aloud,  for  he  is  a  god,  fyc. 

Metonomy  is  the  substitution  of  one  word  for  another  by  a  figure 
of  speech;  as,  He  died  by  the  steel,  The  kettle  boils,  The  hause 
has  come  to  order. 

Synecdoche  is  the  putting  of  a  part  for  the  whole,  or  the  whole  for 
a  part;  as,  A  man  should  be  just. 

Antithesis  is  a  figure  of  speech  which  presents  one  thing  in  con- 
trast with  another;  as,  Think  ye  that  he  would  desire  his  brother 
to  live  and  yet  administer  poison  ? 

Climax  is  a  figure  of  speech  which  carries  us  regularly  np  to  tlm 
highest  point  of  the  subject;  as,  The  boy  despises  the  infant;  the 
man, the  boy  ;  the  philosopher,  the  man;  and  the  christian,  all! 

Exclamation  is  a  figure  of  speech  expressive  of  some  sudden 
or  strong  emotion ;  as,  O  Liberty,  thou  wast  once  delightful  to 
every  Swiss ! 

Interrogation  is  a  figure  of  speech  in  which  we  boldly  and  forci- 
bly declare  or  deny  in  the  form  of  an  interrogation ;  as,  Am  I  not 
free?     Can  the  blind  see  ? 

Apostrophe  is  a  figure  of  speech  in  which  we  address  things  and 
absent  persons;  as,  O,  balmy  sleep,  thou  like  the  world,  thy  ready 
visit  pay'st,  where  fortune  smiles. 

Pleonasm  is  a  figure  of  speech  by  which  more  words  are  used 
than  are  necessary  for  the  expression  of  the  ideas ;  as,  He  returned 
back. 


APPENDIX  TO  SENTENSICS. 
Sentensics  are  regular,  irregular  and  common, 

1.  The  sentensic  which  forms  its  perfect  tense  by 
affixing  d  to  e,  or  ed  to  the  present  tense,  is  regular^  as, 
move,  moverf:  laugh,  laughed. 

2.  The  sentensic  which  forms  its  perfect  tense,  in 
any  way  which  differs  from  the  regular  method,  is 
irregular,  as,  is,  was,  go,  went. 

3.  The  sentensic  which  forms  its  perfect  tense  in  the 
regular,  and  in  some  irregular  way  also,  is  common;  as, 
bend,  bended,  or  bent,  bent. 

1.  The  pure  conjunctive  form  belongs  only  to  those  sentensics 
which  have  three  tense  variations;  or  more  properly  speaking* 
which  have  a  conjunctive  form  in  addition  to  two  tense  ones;  as, 
write,  wrote,  written. 

2.  The  impure  conjunctive  form  belongs  exclusively  to  those* 
sentensics  which  have  no  conjunctive  form  but  their  present,  or  per- 
feet  tense ;  &s,pnt,  walked. — (See  p.  71.) 

FIRST  CLASS  OF  IRREGULAR  SENTENSICS, 


Univocal  kind. 

Away 
Beset 

Burst               Dispread 
Cast                 Forecast 

Lo 
Must 

AMERICAN   GRAMMAR. 


189 


Bet 

Chat 

Hit     . 

Off 

Beware 

Cost 

Hurt 

Ought 

Bespread 

Cut 

Let 

Put 

Rid 

Shut 

Thrust 

Wist 

Set 

Split 

Up 

Wit 

Shed 

Spread 

We 

Wot 

Shred 

Sweat 

SECOND  CLASS  OF  IRREGULAR  SENTENSICS, 

Duplicate  kind. 

Present  Tense 

.  Perfect  Tense. 

Present  Tense 

.  Perfect  Tense 

Abide 

abode* 

Ride 

rode 

Behold 

beheld 

Say 

said 

Beseech 

besought 

Seek 

sought 

Bind 

bound 

Sell 

sold 

Bleed 

bled 

Send 

sent 

Breed 

bred 

Shoe 

shod 

Bring; 

brought 

Shoot 

shot 

Buy 

bought 

Shrink 

shrunk 

Feed 

fed 

Sink 

sunk 

Feel 

felt 

Sit 

sat 

Fight 

fought 

Sleep 

slept 

Find 

found 

Sling 

slung 

Flee 

fled 

Slink 

slunk 

Fling 

flung 

Speed 

sped 

Get 

got 

Spend 

spent 

Grind 

ground 

Spin 

spun 

Have 

had 

Spring 

sprung 

Hear 

heard 

Stand 

stood 

Hold 

held 

Stick 

stuck 

Keep 

kept 

Sting 

stung 

Lay 

laid 

Stink 

stunk 

Lead 

led 

String 

strung 

Leave 

left 

Sweep 

swrept 

Lend 

lent 

Swing 

swung 

Lose 

lost 

Teach 

taught 

Make 

made 

Tell 

told 

Mean 

meaijt 

Think 

thought 

Meet 

met 

Weep 

wept 

Pay 

paid 

Win 

won 

Read 

read 

Wind 

wound 

Rend 

rent 

Wring 

wrung. 

The  sentensics  of  this  class  have  the  impure  conjunctive  form , 


190 


AMERICAN  GRAMMAR. 


THIRD  CLASS  OF  IRREGULAR  INSENTENSICS. 


Present. 

Am 

Are 

Arise 

Art 

Awake 

Bear  (to 

Bear  (to 

Begin 

Be 

Blow 

Break 

Choose 

Come 

Do 

Draw 

Drive 

Drink 

Fall 

Fly 

Forbear 

Forsake 

Freeze 

Give 

Go 

Grow 

Know 

Is 

Lade 

Lie 

Partake 

Rise 

Run 

See 

Shake 

Slay 

Slide 

Smite 


Triplicate  kind. 

These  have  the  pure  conjunctive  form 

Perfect. 

Pure  conj.form 

was 

has  been 

were 

has  been 

arose 

had  arisen 

wast 

have  been 

awoke 

hath  awaken 

carry)       bore 

is  borne 

bring  forth)  bare 

was  born 

began 

had  begun 

was 

has  been 

blew 

hath  blown 

broke 

had  broken 

chose 

have  chosen 

came 

hath  come 

did 

was  done 

drew 

have  drawn 

drove 

has  driven 

drank 

has  drunk 

fell 

have  fallen 

flew 

had  flown 

forebore 

had  foreborne 

forsook 

had  forsaken 

froze 

had  frozen 

gave 

have  given 

went 

have  gone 

grew 

have  grown 

knew 

has  known 

was 

has  been 

laden 

ivas  laden 

lay 

has  lain 

partook 

have  partaken 

rose 

have  risen 

ran 

have  run 

saw 

have  seen 

shook 

have  shaken 

slew 

have  slain 

slid 

have  slid  den 

smote 

have  smitten 

AMERICAN   GRAMMAR. 


191 


had  spoken 
had  stolen 
have  stridden 
have  striven 
have  sworn 
is  taken 
was  torn 
art  thrown 
are  trodden 
am  worn 
ivere  woven 
has  written 


FOURTH  CLASS  OF  IRREGULAR  SENTENSICS* 

Optional  kind. 

As  the  pure  conjunctive  form  of  the^entensics  of  this  class,  has 
begun  to  grow  obsolescent,  it  is  optional  with  the  writer  and  speaker 
to  use  this  form  after  be  and  have,  or  the  imperfect  tense,  which9 
in  the  absence  of  the  pure  conjunctive,  becomes  the  impure  con- 
junctive form  of  these  words;  as,  I  have  chid,  or  I  have  chidden, 


Speak 

spake 

Steal 

stole 

Stride 

strode 

Strive 

strove 

Swear 

swore 

Take 

took 

Tear 

tore 

Throw 

threw 

Tread 

trod 

Wear 

wore 

Weave 

wove 

Write 

wrote 

Beat  beat 

Bid  bade,  bid 

Bite  bit 

Cleave  (to  split)  clove,  cleft 


Chide 

Eat 

Forbid 

Forget 

Hide 

Ring 

Sing 

Spit 

Spring 

Strike 

Swim 


chid 
eat,  ate 


have  beaten,  beat 
have  bidden,  bid 
have  bitten,  bit 
have  cleft,  cloven 
have  chidden,  chid 
have  eaten 


forbade,  forbid  have  forbidden, forbid 


forgot  is  forgotten,  forgot 

hid,  was  hidden,  hid 

rang,  rung  had  rung 

sang,  sung  are  sung 

spat,  spit  have  spitten,  spat 

sprang,  sprung  is  sprung 

struck  art  struck,  stricken 

swam,  swum  has  swum. 

FIFTH  CLASS  OF  SENTENSICS. 

Second  class  of  the  optional  kind, 

COMMON  KIND. 

They  are  both  regular  and  irregular;  as,  I   built  a  house,  1 
builded  a  house. 


Present  tense. 
Bend 


Perfect  tense, 
bent 


C.  Form, 
is  bent 


192 


AMERICAN  GRAMMAR* 


Bereave  - 

bereft 

is  bereft 
has  built 

Build 

built 

Catch 

caught 

caught 

Clothe 

clad 

clad 

Crow 

crew 

crowed 

Dare 

durst 

dared* 

Deal 

dealt 

dealt 

Dig 

dug 

dug 

Dwell 

dwelt 

dwelt 

Engrave 

engraved 

engraven,  p,  e. 

Gild 

gilt 

gilt 

Gird 

girt 

girt 

Grave 

graved 

graven  p.  c. 

Hang 

hanged 

hangedf 

Hew 

hewed 

hewn  p.  c. 

Knit 

knit 

knit 

Load 

loaded 

laden  j}.  c. 

Mow 

mowed 

mown/?,  e 

Quit 

quit 

quit 

Rive 

rived 

riven/),  e 

Saw 

sawed 

sawn/),  c. 

Shape 

shaped 

shapen  /).  f. 

Shave 

shaved 

shaven/),  c. 

Shear 

sheared 

shorn/),  c. 

Shine 

shined 

shone  p.  c. 

Shaw 

shew 

shown/),  c. 

Slit 

slit 

slit 

Sow 

sowed 

sown/),  c. 

Spill 

spilt 

spilt 

Strow 

strew 

strown  p.  s. 

Swell 

swelled 

swollen/),  c. 

Thrive 

thrived 

thriven/),  c. 

Wax 

waxed 

waxen/),  c, 

Work 

wrought 

wrought 

Wring 

wrung 

wrung 

*  Daref  to  challenge,  is  always  regular. 

f  Hangf  to  take  away  life  by  hanging,  is  regular;  as?  the  robber 
was  hanged  :  but  the  gown  was  hung  up. 

i